Prosection vs. dissection, the debate continues: Rebuttal to Granger

Topp, Kimberly

doi:10.1002/ar.b.20037

Cited by 67 publications

(66 citation statements)

References 16 publications

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“…He also mentioned direct appreciation of human variability and hand-eye coordination training important to the practice of medicine. Some authors feel that physical dissection can be profitably augmented via the use of prosections to replace the less complex dissections (Topp, 2004). He felt that initial multisensory experiences of structure and relationship may be gained from an interactive exploration of prosections as well as from cadaver dissection.…”

Section: Medical Imaging Should Augment Rather Than Replace Physical mentioning

confidence: 98%

Coupled physical and digital cadaver dissection followed by a visual test protocol provides insights into the nature of anatomical knowledge and its evaluation

Hisley

Anderson

Smith

et al. 2007

Anatomical Sciences Ed

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This research effort compared and contrasted two conceptually different methods for the exploration of human anatomy in the first-year dissection laboratory by accomplished students: "physical" dissection using an embalmed cadaver and "digital" dissection using three-dimensional volume modeling of whole-body CT and MRI image sets acquired using the same cadaver. The goal was to understand the relative contributions each method makes toward student acquisition of intuitive sense of practical anatomical knowledge gained during "hands-on" structural exploration tasks. The main instruments for measuring anatomical knowledge under this conceptual model were questions generated using a classification system designed to assess both visual presentation manner and the corresponding response information required. Students were randomly divided into groups based on exploration method (physical or digital dissection) and then anatomical region. The physical dissectors proceeded with their direct methods, whereas the digital dissectors generated and manipulated indirect 3D digital models. After 6 weeks, corresponding student anatomical assignment teams compared their results using photography and animated digital visualizations. Finally, to see whether each method provided unique advantages, a visual test protocol of new visualizations based on the classification schema was administered. Results indicated that all students, regardless of gender, dissection method, and anatomical region dissected performed significantly better on questions presented as rotating models requiring spatial ordering or viewpoint determination responses in contrast to requests for specific lexical feature identifications. Additional results provided evidence of trends showing significant differences in gender and dissection method scores. These trends will be explored with further trials with larger populations.

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Section: Medical Imaging Should Augment Rather Than Replace Physical mentioning

confidence: 98%

Coupled physical and digital cadaver dissection followed by a visual test protocol provides insights into the nature of anatomical knowledge and its evaluation

Hisley

Anderson

Smith

et al. 2007

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…A considerable amount of research and debate has focused on the pros and cons of dissection (Skidmore, 1995;Utting and Willan, 1995;Nnodim et al, 1996;Yeager, 1996;Dinsmore et al, 1999;Ellis, 2001;Granger, 2004;Pawlina and Lachman, 2004;Topp, 2004) and curricular issues, e.g., decrease in time allotted to anatomy (Jones, 1997;McKeown et al, 2003;Prince et al, 2005). These issues have all been important in placing anatomy education where is it today.…”

Section: Introductionmentioning

confidence: 98%

An investigation into medical students' approaches to anatomy learning in a systems‐based prosection course

Mathias

2007

Clinical Anatomy

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Students' approaches to learning anatomy are driven by many factors and perceptions, e.g., the curriculum, assessment, previous educational experience, and the influence of staff and fellow students. However, there has been remarkably little research into characterizing how students approach their anatomy learning. What is known, based on a sample of 243 students, is that students studying medicine at the University of Southampton adopt primarily a "deep" approach to learning. Medical students at Southampton learn anatomy in a systems-based curriculum through prosections. Analysis of data from an Approaches to Study Inventory (ASSIST) revealed that students preferred using a deep approach over a strategic or surface approach (P < 0.001 and P < 0.001, respectively). They also adopted an increasingly strategic approach as they moved through the medical curriculum. There was a relationship between anatomy examination results and approach to learning. Students who adopted a strategic approach performed better (R = 0.266, P < 0.001). It is argued that curriculum design, including the form of assessment, is the key to promote effective anatomy education and the goal of deep and meaningful learning in preparation for professional practice.

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“…Os estudantes podem aprender Anatomia dissecando corpos nunca antes dissecados, ou estudar modelos anatómicos que foram previamente dissecados e conservados. A esta última metodologia chama-se prosection, que tem a vantagem de permitir a reutilização dos modelos anatómicos, bem como permitir que pessoal mais diferenciado disseque estruturas anatómicas complexas que os alunos, dada a sua inexperiência, não conseguiriam isolar 15,29 . Existem estudos que comparam estes dois métodos, porém não chegam à conclusão se um é pedagogicamente superior ao outro 29 .…”

Section: Discussionunclassified

“…A esta última metodologia chama-se prosection, que tem a vantagem de permitir a reutilização dos modelos anatómicos, bem como permitir que pessoal mais diferenciado disseque estruturas anatómicas complexas que os alunos, dada a sua inexperiência, não conseguiriam isolar 15,29 . Existem estudos que comparam estes dois métodos, porém não chegam à conclusão se um é pedagogicamente superior ao outro 29 . O reduzido número de cadáveres humanos para fins de ensino tem sido um problema constante 30 .…”

Section: Discussionunclassified

A dissecação como ferramenta pedagógica no ensino da Anatomia em Portugal

Pontinha

Soeiro

2014

Interface (Botucatu)

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Ao longo da História, a importância da utilização de cadáveres humanos para o ensino e investigação não tem sido consensual. No passado, a obtenção dos cadáveres indispensáveis ao ensino passou pelo recurso a cadáveres de reclusos, de não reclamados e ao roubo e/ou compra. Para além da inadmissibilidade ética e jurídica destas soluções, estas revelaram-se insuficientes para as necessidades das escolas médicas. Nas últimas décadas, a consciência global da legitimidade da doação de cadáveres foi-se intensificando, considerando-se, hoje, a forma digna de colmatar essa falta. Neste artigo realizou-se uma revisão da literatura com o objetivo de se fazer uma resenha histórica, jurídica e pedagógica sobre a importância da utilização de cadáveres humanos no ensino da Anatomia Humana nos cursos de Medicina, incluindo em Portugal, nomeadamente pelo recurso à dissecação cadavérica em complementaridade com outras ferramentas pedagógicas.

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Prosection vs. dissection, the debate continues: Rebuttal to Granger

Cited by 67 publications

References 16 publications

Coupled physical and digital cadaver dissection followed by a visual test protocol provides insights into the nature of anatomical knowledge and its evaluation

Coupled physical and digital cadaver dissection followed by a visual test protocol provides insights into the nature of anatomical knowledge and its evaluation

An investigation into medical students' approaches to anatomy learning in a systems‐based prosection course

A dissecação como ferramenta pedagógica no ensino da Anatomia em Portugal

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