Factors influencing students' decisions to participate in a short “dissection experience” within a systemic anatomy course

Abstract

Changes in medical education have affected both curriculum design and delivery. Many medical schools now use integrated curricula and a systemic approach, with reduced hours of anatomy teaching. While learning anatomy via dissection is invaluable in educational, professional, and personal development, it is time intensive and supports a regional approach to learning anatomy; the use of prosections has replaced dissection as the main teaching method in many medical schools. In our graduate-entry medical degree, we use an integrated curriculum, with prosections to teach anatomy systemically. However, to not exclude dissection completely, and to expose students to its additional and unique benefits, we implemented a short "Dissection Experience" at the beginning of Year 2. Students attended three two-hour anatomy sessions and participated in dissection of the clinically relevant areas of the cubital fossa, femoral triangle, and infraclavicular region. This activity was voluntary and we retrospectively surveyed all students to ascertain factors influencing their decision of whether to participate in this activity, and to obtain feedback from those students who did participate. The main reasons students did not participate were previous dissection experience and time constraints. The reasons most strongly affecting students' decisions to participate related to experience (lack of previous or new) and new skill. Students' responses as to the most beneficial component of the dissection experience were based around practical skills, anatomical education, the learning process, and the body donors. We report here on the benefits and practicalities of including a short dissection experience in a systemic, prosection-based anatomy course.

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

“…Dissection electives appeared to be more desirable to those without any previous exposure to cadaveric‐based education. These findings are consistent with previous observations by Larkin and McAndrew () regarding the selection of extracurricular dissection classes and previous anatomy training. Medical students will likely continue to vary in pre‐existing anatomy knowledge, particularly in Canada, where anatomy courses are not a prerequisite for admission to any medical school (AFMC, ).…”

Measuring medical students' motivation to learning anatomy by cadaveric dissection

“…However, students with previous educational degree and previous anatomy experience were less excited by dissection. The result is consistent with the study of Larkin and McAndrew () who reported that previous dissection experience was a reason for students not to participate in a voluntary dissection course. Only a few number (13%) of students with a degree in Human Biology receive anatomy training by dissection.…”

A meta‐analysis of anatomy laboratory pedagogies

“…This begs the question, "What pedagogical approach maximizes learners' confidence and their ability to clinically problem solve in the future?" Students' preferences for dissection may also be attributed to their desire for new experiences and a yearning to learn new skillsets as Larkin and McAndrew (2013) have proposed.…”