Is cadaveric dissection vital in anatomy education? Perceptions of 1<sup>st</sup>and 2<sup>nd</sup>year medical students

Mwachaka, Philip Maseghe; Saidi, Hassan; Mandela, Pamela

doi:10.4103/1596-2393.190822

Cited by 5 publications

(4 citation statements)

References 15 publications

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“…Some students have also indicated a preference for prosection over dissection because of its efficiency (Dinsmore et al, 1999). Other research has concluded that dissection offers stronger benefits to anatomical knowledge development (Pizzimenti et al, 2016; Thompson and Marshall, 2020) and that many students consider it necessary for their learning (Mwachaka et al, 2016; Flack and Nicholson, 2018). Accordingly, there is still no clear consensus on which approach is optimal for human anatomy education (Winkelmann, 2007; Whelan et al, 2018; Wilson et al, 2018; Kinirons et al, 2019; Thompson and Marshall, 2020).…”

Section: Introductionmentioning

confidence: 99%

Dissection versus Prosection: A Comparative Assessment of the Course Experiences, Approaches to Learning, and Academic Performance of Non‐medical Undergraduate Students in Human Anatomy

McWatt

Newton

Umphrey

et al. 2020

Anatomical Sciences Ed

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Many institutions rely upon prosection‐based laboratories as more resource‐efficient and time‐effective alternatives to traditional cadaver dissection for human anatomy education. To facilitate growing enrollment numbers despite resource limitations, the University of Guelph (a non‐medical institution) introduced a modified “stepwise” prosection‐based laboratory cohort to supplement a dissection‐based course. In this design, all students attended the same lectures, but those in the dissection‐based cohort learned by performing regional dissections and students in the prosection‐based cohort studied from those dissections. Prosection students thereby witnessed a “slow reveal” of structures throughout the course. This study compared the perceived course experiences, student approaches to learning, and academic performance between the two groups. Multiple linear regression analyses were used to isolate the effect of the laboratory environment on student approaches to learning and academic performance from demographic and situational covariates. Both groups reported positive course experience ratings and high average final grades that were not statistically dissimilar (P > 0.05), increased reliance on deep approaches to learning (P = 0.002), and decreased reliance on surface approaches to learning (P = 0.023). When controlling for covariates, participation in dissection had small but statistically significant positive associations with deep approaches to learning (P = 0.043), performance on laboratory oral assessments (P < 0.001), and average final grades (P = 0.039). Ultimately, both designs promoted meaningful learning and desirable performance outcomes, indicating that both dissection and stepwise prosection have the potential to facilitate high quality human anatomy instruction.

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Section: Introductionmentioning

confidence: 99%

Dissection versus Prosection: A Comparative Assessment of the Course Experiences, Approaches to Learning, and Academic Performance of Non‐medical Undergraduate Students in Human Anatomy

McWatt

Newton

Umphrey

et al. 2020

Anatomical Sciences Ed

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“…However, most teachers of anatomy agree that the preeminent mode of teaching human anatomy remains human dissection (Aziz et al, ; Pawlina and Lachman, ; Gunderman and Wilson, ; Rizzolo and Stewart, ; Korf et al, ; Romero‐Reverón, ). This too, is the preferred method of learning by students (Azer and Eizenberg, ; Izunya et al, ; Mwachaka et al, ). Yet the provision of, and procedures for obtaining human bodies vary from country to country and even between institutions within a country (Biasutto, et al, a, b).…”

Section: Introductionmentioning

confidence: 99%

Making the Ethical Transition in South Africa: Acquiring Human Bodies for Training in Anatomy

Kramer

Hutchinson

Brits

et al. 2018

Anatomical Sciences Ed

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While dissection remains the method of choice for teaching human anatomy, ethical requirements for obtaining cadavers has made the process of acquiring human bodies more strenuous for institutions. In Africa and at the School of Anatomical Sciences in South Africa, dependence on unclaimed bodies has been prevalent. The aim of the present study was to determine whether more rigorous application of ethical consent has altered the provenance of the cadavers in the School of Anatomical Sciences, University of the Witwatersrand. The numbers of bequeathed/donated/unclaimed cadavers received over the period 2013-2017, as well as their sex and population affinity were analyzed. The majority (96.8%) of the cadavers dissected over the period were from bequests/donations. Marginally more females than males were available. In addition, the population affinity of the cadavers had changed from a majority of South African African (unclaimed) bodies to a majority of South African White (bequest/donated) bodies. The study shows that even with ethical constraints it is possible to transition from the use of mainly unclaimed bodies to the acquisition of bequeathed/donor bodies. However, there may be challenges in relation to anatomical collections in the School as few of the bequest/donated cadavers remain in the School to be added to the collections. These changes also affect the demographics of the Schools' collections. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.

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“…Previous studies in the UoN by Hussein et al have reported that the bonding of the dissection team helps foster coping with distress of the dissection laboratory as well as stress of first medical students. 11 In the current study, quite a number of the participants (18.2%) perceived this experience of human cadaveric dissections as a means of enhancing respect towards the human body, giving it a humane component. This observation supports Weeks et al's consideration that benefits of a dissection program may include the opportunity to develop a relationship between student and cadaver donor which has been coined to be a model of clinician-patient relationship at the very early stages of a developing medical student.…”

Section: Discussionmentioning

confidence: 66%

Perception of value and effectiveness of cadaveric dissection in human anatomy teaching among undergraduate and surgical post-graduate students in the university of Nairobi

Nazir¹,

Butt²,

Gathece³

et al. 2022

MOJS

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Background: Over the years medical educational approach to the teaching of anatomy has been centered on the use of cadaveric dissection or prosected specimen. However, there is currently a worldwide debate on the value and duration of dissection as a teaching tool in Human Anatomy. Therefore, it was important to determine what the students felt about cadaveric dissection and evaluate its value as a teaching method in learning anatomy. Objective: To investigate the perception of undergraduate and postgraduate medical and dental students towards the value and effectiveness of cadaveric dissection in the teaching of Human Anatomy at the University of Nairobi. Methods: A cross sectional descriptive study was conducted. Questionnaires were distributed among undergraduate and postgraduate medical and dental practitioners in the University of Nairobi. The data collected was analyzed using SPSS (Statistics Package for Social Sciences) and presented in tables and graphs Results: Out of the 107 students sampled, 73.33% were against a reduction in cadaveric dissection because it provides 3D perception of the human body (76.36%) and it assists in relating pathology to the relevant anatomy (70.91%). The students who preferred a reduction in cadaveric reported that it was too time consuming (90%) and felt that the time should be allocated to the clinical sciences (45%). Majority of the post-graduate students sampled thought that learning anatomy was relevant to their current profession (70.67). Conclusion: The results demonstrate that students perceive cadaveric dissection to be a valuable tool that should remain at the core of learning anatomy.

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Is cadaveric dissection vital in anatomy education? Perceptions of 1^stand 2^ndyear medical students

Cited by 5 publications

References 15 publications

Dissection versus Prosection: A Comparative Assessment of the Course Experiences, Approaches to Learning, and Academic Performance of Non‐medical Undergraduate Students in Human Anatomy

Dissection versus Prosection: A Comparative Assessment of the Course Experiences, Approaches to Learning, and Academic Performance of Non‐medical Undergraduate Students in Human Anatomy

Making the Ethical Transition in South Africa: Acquiring Human Bodies for Training in Anatomy

Perception of value and effectiveness of cadaveric dissection in human anatomy teaching among undergraduate and surgical post-graduate students in the university of Nairobi

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Is cadaveric dissection vital in anatomy education? Perceptions of 1stand 2ndyear medical students

Cited by 5 publications

References 15 publications

Dissection versus Prosection: A Comparative Assessment of the Course Experiences, Approaches to Learning, and Academic Performance of Non‐medical Undergraduate Students in Human Anatomy

Dissection versus Prosection: A Comparative Assessment of the Course Experiences, Approaches to Learning, and Academic Performance of Non‐medical Undergraduate Students in Human Anatomy

Making the Ethical Transition in South Africa: Acquiring Human Bodies for Training in Anatomy

Perception of value and effectiveness of cadaveric dissection in human anatomy teaching among undergraduate and surgical post-graduate students in the university of Nairobi

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Is cadaveric dissection vital in anatomy education? Perceptions of 1^stand 2^ndyear medical students