Improved dissection efficiency in the human gross anatomy laboratory by the integration of computers and modern technology

Abstract

The need to increase the efficiency of dissection in the gross anatomy laboratory has been the driving force behind the technologic changes we have recently implemented. With the introduction of an integrated systems-based medical curriculum and a reduction in laboratory teaching hours, anatomy faculty at the University of North Texas Health Science Center (UNTHSC) developed a computer-based dissection manual to adjust to these curricular changes and time constraints. At each cadaver workstation, Apple iMac computers were added and a new dissection manual, running in a browser-based format, was installed. Within the text of the manual, anatomical structures required for dissection were linked to digital images from prosected materials; in addition, for each body system, the dissection manual included images from cross sections, radiographs, CT scans, and histology. Although we have placed a high priority on computerization of the anatomy laboratory, we remain strong advocates of the importance of cadaver dissection. It is our belief that the utilization of computers for dissection is a natural evolution of technology and fosters creative teaching strategies adapted for anatomy laboratories in the 21st century. Our strategy has significantly enhanced the independence and proficiency of our students, the efficiency of their dissection time, and the quality of laboratory instruction by the faculty.

Plastination technology for anatomical studies in Nigeria: Opinion of teachers at medical institutions

“…In this study, we corroborated other reports which buttressed that plastinated specimens, as a teaching resource, should be used to complement the dissection experience of students (Parker 2002, Reeves et al 2004; although some authors believe plastinates should completely replace dissection experience (Reidenberg & Laitman 2002;McLachlan et al 2004). The general acceptability of plastination as a necessary anatomical tool by teachers of anatomy in the various medical schools sampled also agrees with our previous studies, which showed that medical students where strongly in support of the introduction of plastinated specimens to complement cadaveric materials and introduce a new dimension to anatomical study (Azu et al 2012).…”

Teaching anatomy in a modern medical course: an integrated approach at Vialba Medical School in Milan

“…Many Authors have underlined that the integration of radiological imaging with anatomical dissections improves the development of professional competences (Reeves 2004;Estai and Bunt 2016).…”

Redeeming dissection course for medical undergraduates by compact structured schedules and frequent in-course-assessments

“…Another study shows that medical students grade dissection as the best method to learn anatomy compared to newer approaches such as models, computer software packages and living and radiological anatomy 14 . cadaver dissection 6 . Ellis emphasises the teaching in the dissecting room 5 .…”

“…Hands-on educational experiences on cadavers can also stimulate student interest, increase knowledge retention and enhance development of clinical skills 3 . With increasing number of medical colleges and increased demand for cadavers together with technological advancement, utility of dissection has generated discussions, more so in the recent past, with favours growing towards the use of multimedia tools, computer software packages, models including plastinated specimens and imaging techniques [4][5][6][7][8] . The proponents of latter methods substantiate the views on the continuation of practice of dissection for and against rather convincingly 9 .…”

“…These include, amongst other things, the subtle points and issues that would have immediate and long-term impact on medical education like missing the feel of the human structures, absence of evidence to develop imagination, inadequate opportunity to evolve reasoning, little scope to hone communication skills, no chance to strengthen camaraderie and ultimately the loss on stepping on the threshold that leads to one's own potential. The need to increase the efficiency of dissection in the gross anatomy laboratory has been the driving force behind the technologic changes we have recently implemented 6 . The aim of this work is to identify a strategy that makes dissection not only interesting but also more purposeful, clinically oriented and contribute more to the overall understanding of human anatomy within a limited time period.…”