Human Dissection in Medical Education: More than Just Anatomy

Rehkämper, Gerd

doi:10.3205/zma001067

GMS Journal for Medical Education; 33(5):Doc68

2016

DOI: 10.3205/zma001067

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Human Dissection in Medical Education: More than Just Anatomy

Gerd Rehkämper

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Cited by 2 publications

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“…and NTDIS may not be clearly visible, or potentially ignored. If technical elements are put to one side, such as the teaching of 'anatomy', it is likely body donation programs are maintained because professional values are seen as vitally important(Lachman & Pawlina, 2006;Rizzolo & Stewart, 2006;Slotnick & Hilton, 2006;Hafferty et al, 2011;Rehkämper, 2016), and that these can be delivered and enhanced through gross anatomy education. It is widely recognized there are NTDIS acquired through student interactions with body donors and human specimens(Ghosh, 2017;Palmer et al, 2020), and this carries unique NTDIS that are not easily replicated in any other part of health professional training.…”

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Educator perspectives on non‐technical, discipline‐independent skill acquisition: An international, qualitative study

Byram

Nuland

Harrell

et al. 2023

Anatomical Sciences Ed

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Gross anatomy education utilizing body donors and human specimens assists the acquisition of non‐traditional, discipline‐independent skills (NTDIS) such as teamwork, communication, and leadership. Alterations to anatomy curricula, such as those resulting from the COVID‐19 pandemic, likely impact NTDIS acquisition, yet how this manifests is unclear. This study, therefore, explored anatomy educator perspectives on NTDIS acquisition as a response to changes in teaching delivery. Gross anatomy educators across different countries were recruited and took part in one‐on‐one, semi‐structured interviews that were audio recorded and transcribed. Data were analyzed using the framework method. Basic statistical analyses were performed on demographic and categorical data. Fifteen educators from five continents were interviewed (average length 32.5 min, range 17–51 min). Educator experience ranged from 0–4 years (n = 3) to 20+ years (n = 7). Most taught using dissection (n = 14) with prosection use (n = 13) also common. Themes relating to NTDIS included expected content (respect for donors, teamwork, communication skills, humanistic values), assessable content, assessment challenges, and impact of curriculum changes; NTDIS unique to anatomy education included cultural, ethical, and social considerations around dead bodies, including boundaries, and social norms. Informed by curriculum alterations during the COVID‐19 pandemic, this first empirical study of anatomy educator perspectives on NTDIS highlights the potentially adverse educational impacts of decreased interaction with body donors and human specimens on NTDIS acquisition and difficulties with NTDIS assessment. Findings support gross anatomy education as unique in providing NTDIS that cannot easily be replicated elsewhere. Recommendations around NTDIS‐specific educator competencies and promoting NTDIS are provided.

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confidence: 99%

Educator perspectives on non‐technical, discipline‐independent skill acquisition: An international, qualitative study

Byram

Nuland

Harrell

et al. 2023

Anatomical Sciences Ed

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Holding donated human bodies in conservation: A novel interactive safe-keeping system meeting high ethical and safety standards

Schnittler

Ortmann²,

Washausen

et al. 2019

Annals of Anatomy - Anatomischer Anzeiger

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Human Dissection in Medical Education: More than Just Anatomy

Cited by 2 publications

References 23 publications

Educator perspectives on non‐technical, discipline‐independent skill acquisition: An international, qualitative study

Educator perspectives on non‐technical, discipline‐independent skill acquisition: An international, qualitative study

Holding donated human bodies in conservation: A novel interactive safe-keeping system meeting high ethical and safety standards

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