Elective anatomy by whole body dissection course: what motivates students?

Abstract

BackgroundStudents’ motivation provides a powerful tool to maximise learning. The reasons for motivation can be articulated in view of self-determination theory (SDT). This theory proposes that for students to be motivated and hence benefit educationally and professionally from courses, three key elements are needed: autonomy, competence, and relatedness. In this paper we apply SDT theory to consider medical students’ motivation to participate throughout a 2014 optional summer intensive eight week elective anatomy by whole body dissection course. The course was designed and facilitated by surgeons, and required small group, active learning.MethodsAt the end of the course, data were collected from all (24/24) students by means of an open ended survey questionnaire. Framework analysis was used to code and categorise data into themes.ResultsUtilising self-determination theory as a theoretical framework, students’ motivation and experiences of participation in the course were explored. Elements that facilitated students’ motivation included the enthusiasm and expertise of the surgeons, the sense of collegiality and community within the course, the challenges of group activities, and sense of achievement through frequent assessments.ConclusionThe team learning course design, and facilitation by surgeons, provided an enriched learning environment, motivating students to build on their knowledge and apply a surgical context to their learning.

Benefits of extracurricular participation in dissection in a prosection‐based medical anatomy program

“…As such, PowerPoint-based clinical cases with relevant clinical imaging were loaded on laboratory computers during the electives. Because modern students value structured learning (Hofer et al, 2011;Kooloos et al, 2012;Davis et al, 2014) and formative feedback (Burgess and Ramsey-Stewart, 2014), itemized checklists and formative quizzes have also been incorporated into dissection activities.…”

Outcomes and satisfaction of two optional cadaveric dissection courses: A 3‐year prospective study

“…). This may be partly explained by the fact that dissection courses boost medical students' motivation to study and learn anatomy (Burgess and Ramsey‐Stewart, ). Indeed, several authors have demonstrated that anatomical courses including cadaveric dissection result in students faring better in anatomy examinations (Biasutto et al, ).…”

“…However, although there is substantial evidence supporting the use of cadavers in this context (Korf et al, ; Regan de Bere and Mattick, ; Naz et al, ; Burgess and Ramsey‐Stewart, ; Marshak et al, ), there are also some conflicting viewpoints. (Winkelmann, ; Hill and Shalhoub, ).…”

Current integration of dissection in medical education in Australia and New Zealand: Challenges and successes

“…Another challenge identified was organizing collaboration between staff from multiple disciplines. A decline in the availability of clinical staff to contribute to anatomy teaching has been reported (Craig et al, ; Burgess and Ramsey‐Stewart, ). Solutions for organizing clinical input to student dissection were not explored in the present study.…”