Quantifying Cadaver Use in Physician Assistant Anatomy Education

Precht, Mackenzie C.; Bennett, Cynthia C.; Cope, Janet M.

doi:10.1097/jpa.0000000000000171

Cited by 7 publications

(8 citation statements)

References 35 publications

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“…The method that allows for the work directly on the human body without exposing the patient to danger is the use of fresh cadaver. There is evidence of the effectiveness of teaching anatomy [13,14] as well as invasive medical procedures using cadavers [15][16][17][18]. However, this method is expensive and requires adequate base, as well as the compliance with a number of formal requirements.…”

Section: Introductionmentioning

confidence: 99%

Improving the quality of training paramedics by means of cadavers – a pilot study

et al. 2021

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Background Paramedics are authorised to perform emergency procedures, including trauma assessment according to global standards. The aim of the study was to answer the question whether the use of cadavers in teaching practical competencies to medical rescue students, in the field of trauma assessment, is necessary as a supplement to learning in simulated conditions with the use of mannequins. Methods Research included several stages. The first stage was conduction of classes for 27 students in the field of rapid trauma assessment, in accordance with the guidelines of the International Trauma Life Support. In the second stage, a plan of a test in which students had to perform an analogous procedure of rapid trauma assessment, but with the use of cadavers, human unfixed specimens, was prepared. The Delphi method was used to develop and approve checklists, as well as a scale to assess the global correctness of identification of head, torso and limb injuries by medical rescue students. Results The identification rate was 76.54% in the head area, 67.90% in the torso area, while in the limb area it equalled 44.45%. A significant difference in scores, compared to the examination performed on a mannequin, was observed (Wilcoxon = 4.541; p = 0.000). The most difficult to make a correct diagnosis were injuries related to a fracture of the proximal end of the femur and a dislocated wrist (only 18.52% of correct answers). The students highly rated the usefulness of the examination, by awarding it an average of 4.76 points (SD ± 0.56) on the Likert scale (0–5). Conclusions The study shows that the use of cadavers to teach practical competencies in the field of trauma assessment to medical rescue students can be an effective supplement to simulated learning. Students could feel the difference between the human body and the mannequin. More research is needed to assess whether realistic simulation translates into objective endpoints, such as the effectiveness of diagnosis in the examination of trauma patients. However, it should be remembered that the introduction of this teaching method is expensive and requires adequate base, as well as the compliance with a number of formal requirements.

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Section: Introductionmentioning

confidence: 99%

Improving the quality of training paramedics by means of cadavers – a pilot study

et al. 2021

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“…Anatomy remains a core topic across health professions' programs, including that of physician associates (PAs) also known in United States as physician assistants (Latman and Lanier, 2001; Henry et al, 2002; McBride and Drake, 2011). While cadaveric dissection is a classical component of health professions' education, it is not mandatory within either PA or medical training, and many programs rely on alternative methods and resources (Lempp, 2005; Korf et al, 2008), and certainly there may be challenges with both the costs of cadavers (Hooker, 2002; Hegmann, 2013) and the origins of the cadavers themselves (Precht et al, 2017). Yet, anatomy is a core topic in the basic medical sciences of PA programs with up to 54 hours of didactic instruction and 52 hours of laboratory work assigned (PAEA, 2018a).…”

Section: Introductionmentioning

confidence: 99%

Physician Associate Students' Experience of Anatomy Dissection

Holland

Dhonaill

Clarke

et al. 2020

Anatomical Sciences Ed

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The role of physician assistant/associate (PA) has expanded from its inception in the United States over 50 years ago, to European countries including Ireland. While there is an increasing body of evidence exploring the role and training of PAs in clinical settings, there is a scarcity of research exploring PA students' perspectives in relation to their experience of anatomy dissection, or how these experiences may contribute to the development of their core professional identity. Students in the first two cohorts of PA Program at the Royal College of Surgeons in Ireland program were invited to interviews which solicited them to reflect and report on their own experiences of anatomical dissection during their course. Participants' responses were analyzed using a thematic inductive approach; common themes and patterns were organized into a hierarchical structure, which generated the final framework of themes. Ten participants took part in the study; only one had previous personal experience of dissection, while two further participants had some familiarity with prosected specimens. The first theme concerned the participants' expectation of anatomical dissection, with sub‐themes of preconceptions, smell, and emotions. The second theme involves discussion of coping strategies that the participants used, including talking, viewing the cadaver as their first patient, and naming (or not naming) the cadaver. The third theme includes how the participants' talked about respect and compassion in the dissection room, development of team working skills, and awareness of bereavement and organ donation. A number of recommendations were also made for the experience and orientation of future students in such a program.

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“…Most US medical schools have their own dedicated AGPs where individuals can register to become anatomical donors after their death. Recent research shows that physical therapy (PT) and physician assistant (PA) education programs, which typically do not have their own AGPs, rely heavily on medical schools and state anatomy boards to support their needs, and very few universities that do not have an on‐site Doctor of Medicine (MD) program have in‐house willed body programs (Cope et al, 2017; Precht et al, 2017; ABSF, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Early PT and PA education programs were based on shadowing clinical experts, later adding didactic elements including human anatomy. By the most recent available estimates, anatomy education accounts for approximately 30% of the contact hours in the basic sciences in Physician Assistant education (Hegmann, 2013) and is considered vital for both physician assistants and physical therapists in the United States (Mattingly and Barnes, 1994; Berube et al, 1999; Latman and Lanier, 2001; Precht et al, 2017). In both PT and PA anatomy education, study of the whole body is recommended with musculoskeletal and neurology topic focus for PT students (Mattingly and Barnes, 1994), and a visceral and neurology focus for PA students (Latman and Lanier, 2001).…”

Section: Introductionmentioning

confidence: 99%

Regarding the Dead: A Model for Anatomical Gifting Outside the Traditional Medical School Setting

Cope

Bennett

Balilionis

et al. 2020

Anatomical Sciences Ed

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In 2017, Elon University became one of very few universities in the United States without a medical school to have an in‐house Anatomical Gift Program (AGP). The program accepts first‐person‐consenting individuals only and within 2.5 years has become self‐sufficient, supporting anatomy curricular needs of its physical therapy, physician assistant, and undergraduate biology and anthropology programs (n = 21 donors annually). This paper describes the timeline, costs, and benefits of developing an in‐house AGP at a university without a medical school. Policy development, public outreach, equipment needs, and cost benefits are discussed. Within 2.5 years of program opening, the AGP Director delivered 161 educational outreach presentations at 86 different venues across the state providing information on anatomical gifting. The program registered 320 individuals (60% female, 40% male) and enrolled 41 deceased donors (69% female, 31% male; average age of 74.6 at time of registration and 74.8 at donation). During the first seven months of the program, donor preparation costs (with outsourcing for transport/donor preparation/document filing/serology testing/cremation) averaged US$ 2,100 per donor. Over the past 23 months, donor preparation has been completed on site, lowering the cost per donor to US$ 1,260. Other costs include personnel salaries, legal fees, and outfitting of the anatomy laboratory and preparatory room. Program benefits include support of anatomy education on campus, assurance that all donors have given first‐person consent, and faculty/student access to donor‐determined health, social, and occupational information. Faculty, staff, and students contribute to the daily operations of the AGP.

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Quantifying Cadaver Use in Physician Assistant Anatomy Education

Cited by 7 publications

References 35 publications

Improving the quality of training paramedics by means of cadavers – a pilot study

Improving the quality of training paramedics by means of cadavers – a pilot study

Physician Associate Students' Experience of Anatomy Dissection

Regarding the Dead: A Model for Anatomical Gifting Outside the Traditional Medical School Setting

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