Evaluation of a gross anatomy program without dissection

Jones, Nicola; Olafson, R P; Sutin, Judith

doi:10.1097/00001888-197803000-00005

Cited by 44 publications

(45 citation statements)

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“…This finding is contrary to the result of Jones et al 25 who in a similar experiment, reported better academic performance for students that had a non-cadaver-based study than the students that carried out dissection.…”

Section: Discussioncontrasting

confidence: 99%

Impact of the use of cadaver on student’s ability to pass anatomy examination

Anyanwu¹,

Ugochukwu²

2010

Anatomy

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Objectives: Controversial in the development of anatomical science education is the role of dissection in the teaching of anatomy. Several doubts have been expressed over the usefulness of the use of cadavers in gross anatomy studies. This work was designed to compare the outcomes from a cadaver dissection-based study with a non-cadaver-based study.Methods: A total of 128 medical students divided into two groups were used for this study. Both groups were required to study the gross anatomy of a given region. While Group A used cadaver dissection and other methods of studying anatomy available in the department, Group B studied with all the materials made available for Group A, but without a cadaver. Both groups undertook the same essay and multiple-choice exams on the region studied. Results:The mean score for the various parts of the exam noted for Group A was 65%, while that for B was 55%. The percentage number of students with distinction grades in A was 39 while B was 17. In all, 91% of the students in Group A attained the pass mark while only 63% from B did. Conclusion:The students that had a cadaver dissection-based study did better in all aspects of the exams with a significant difference between the mean scores of both groups. Standard deviations were smaller for the group that studied with cadaver in all aspects of the exam.

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Section: Discussioncontrasting

confidence: 99%

Impact of the use of cadaver on student’s ability to pass anatomy examination

Anyanwu¹,

Ugochukwu²

2010

Anatomy

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“…Seventeen studies were retrieved, of which five examined veterinary students, three examined medical students, six examined other undergraduate students and three examined high school biology students. For two of these studies of medical students, equivalent learning outcomes were achieved using alternatives to the dissection of human cadavers, and harmful animal use may not have occurred (Jones et al, 1978;Guy and Frisby, 1992). Of the remaining 15 studies clearly involving comparisons with harmful animal use, four resulted in superior, and eleven resulted in equivalent learning outcomes, when humane teaching methods were used.…”

Section: Concerns About Teaching Efficacymentioning

confidence: 99%

“…• three papers indicating equivalent learning outcomes when alternatives to the dissection of human cadavers (prosected specimens, a stereoscopic slide based auto-instructional program, interactive videodiscs and computer simulations) were used (medical students, Prentice et al, 1977;Jones et al, 1978; human gross anatomy, pre-nursing and allied medical profession students, Guy and Frisby, 1992); • a paper by Szinicz et al (1997) describing the use of the pulsatile organ perfusion ("POP trainer"), in which arteries in waste organs (commonly, from slaughterhouses, although ethically-sourced cadavers could also be used) are perfused with an artificial blood solution connected to a pulsatile pump, for training in both minimally invasive and conventional surgical techniques. Unlike many surgical simulators, this model allows practice of haemostatic techniques.…”

Section: Related Non-veterinary Disciplinesmentioning

confidence: 99%

The effectiveness of humane teaching methods in veterinary education

Knight¹

2007

ALTEX

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“…In the face of severe shortages of anatomical donors, this programme was thought a good compromise. Jones et al (1978) also evaluated the effectiveness of alternatives to dissection. They found that learning on declarative knowledge by medical learners using computer-assisted instruction, audio-visuals, and prosected human cadavers, taken together, was equivalent to that of students taught using the traditional lectures and hands-on dissection programme.…”

Section: The 1970smentioning

confidence: 99%

The first cut is the deepest: reflections on the state of animal dissection in biology education

Villiers¹,

Monk²

2005

Journal of Curriculum Studies

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In biology education, the study of structure has traditionally involved the use of dissection. Animal-rights campaigners have caused biology educators and learners to question the necessity of dissections. This study reviews the research evidence for the efficacy of alternatives to dissection and then turns to research evidence on attitudes to dissection. It suggests that the place, practice, and purpose of dissection in biology education can act as an indicator of the state of society in which those practices are embedded. The current situation in South Africa is reviewed to illustrate how social factors outside the laboratory influence pedagogic practice.

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Evaluation of a gross anatomy program without dissection

Cited by 44 publications

References 0 publications

Impact of the use of cadaver on student’s ability to pass anatomy examination

Impact of the use of cadaver on student’s ability to pass anatomy examination

The effectiveness of humane teaching methods in veterinary education

The first cut is the deepest: reflections on the state of animal dissection in biology education

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