Teaching anatomy: Cadavers vs. computers?

Biasutto, Susana; Caussa, Lucas Ignacio; Río, Luis E Criado del

doi:10.1016/j.aanat.2005.07.007

Cited by 171 publications

(144 citation statements)

References 9 publications

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“…One of the study of medical students showed that only 60% of an elearning group successfully passed a final examination compared to 82% of a cadaveric dissection group (Biasutto et al, 2006). Cadaveric dissection cannot therefore be replaced by e-learning.…”

Section: Ambivalent Emotionmentioning

confidence: 99%

Attitudes of healthcare students on gross anatomy laboratory sessions

Kawashiro

Anahara

Kohno

et al. 2009

Anatomical Sciences Ed

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At Chiba University, gross anatomy laboratory sessions (''laboratories'') are required for physical therapy students. Though most physical therapy schools require their students to participate in laboratories so that they will better understand the structure of the human body, few data exist on the value of these laboratories specifically for physical therapy students. We administered questionnaires to physical therapy undergraduate students both before and after they participated in laboratories. Questionnaire items focused on student attitudes toward the laboratories and on human life and dignity. Data from 83 students were analyzed, with the following results: (1) 74.7% of students had a positive attitude about attending laboratories before doing so; (2) with few exceptions, students' attitudes about upcoming laboratories grew more positive after experiencing the laboratory work (P < 0.001); (3) laboratories caused students to contemplate the topics of human life and dignity; and (4) 83.1% of students hoped to participate in laboratories at least four times. These results indicate that laboratories reinforce physical therapy students' positive attitudes about laboratory learning and promote student reflection on human life and dignity. This study provides support for the implementation of multiple laboratory sessions using cadavers into a uniform curriculum for physical therapy students in Japan.

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Section: Ambivalent Emotionmentioning

confidence: 99%

Attitudes of healthcare students on gross anatomy laboratory sessions

Kawashiro

Anahara

Kohno

et al. 2009

Anatomical Sciences Ed

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“…Recently, many health science schools are diminishing the curriculum time (Leung et al, 2006) and reducing the time allotted to traditional basic science disciplines . In this context, the traditional morphology education based on topographical structural anatomy taught by didactic lectures and complete dissection of the body with personal tuition has been replaced by a multiple range of special study modules, problem-based workshops, computers, plastic models and many other teaching tools (Aziz et al;Disnmore et al, 1999;Rizzolo;Biasutto et al). In some centers, dissected cadaver-based anatomy is no longer taught (Biasutto et al).…”

Section: Introductionmentioning

confidence: 99%

“…Pre-clinical disciplines are essential for all health and biological science courses (Regan de Bere & Mattick; Aziz et al;Disnmore et al, 1999;Rizzolo, 2002;Biasutto et al, 2006). Among them, anatomy is considered to be the basis of morphological sciences.…”

Section: Introductionmentioning

confidence: 99%

Teaching Embryology Using Models Construction in Practical Classes

et al. 2012

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SUMMARY:Recently, the curriculum and the educational methodologies associated with health sciences courses are being reviewed and adapted. Pre-clinical sciences, such as anatomy and embryology are as well subjected to those changes. In human embryology courses it is common to use models to represent the different phases of development to facilitate learning, since the students can see and touch the models, obtaining knowledge by analogies. The purpose of the present study was to investigate if the construction of models by the students during practical embryology classes would improve or facilitate their learning. One year after the classes, 60 students answered a questionnaire with nine objective questions, including spaces for suggestions and observations. The student's responses suggested that the construction of models contributed to their learning.

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“…When comparing dissections, prosections and plastinated models of anatomical structures in a subjective study, many students chose dissections to be most useful in the acquisition of knowledge (Reilly, Wearn & Riordan, 2013). To further support this, a recent study shows that traditional teaching groups that were taught using a cadaver gave better results than the technological support group (Biasutto, Caussa & Criado del R'io, 2006); this suggests that the computer resources cannot replace the unique teaching tool of the cadaver (Winkelmann, 2007), as the direct appreciation of tissues and anatomical structures is lost (Biasutto, Caussa & Criado del R'io, 2006). This study took place from 1999 to 2004, and involved a total of 873 medical students.…”

Section: Dissesctionsmentioning

confidence: 99%

Anatomy "Peer Teaching" in Medical School: A literature review

Iqbal¹

2016

MedEdPublish

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Medical schools in the twenty first century, have undergone drastic changes in their teaching methodologies worldwide, more specifically in the teaching of anatomy. The main goal of any educational institution is the transfer of knowledge from educator to student in an effective manner. This review attempts to bring together the different teaching methodologies used in medical schools in this new era.Medical institutions have a wide variety of different approaches in teaching anatomy. Tradition dictates that cadaveric dissection and prosected specimens are the gold standard in providing medical students a solid foundation upon which they can build their knowledge and understanding. However, some medical schools use other educational tools, such as anatomical models, computer programs and medical imaging. Moreover, the recent introduction of non-conventional teaching techniques such as problem based learning, encourage cognitive thinking, teamwork and professionalism.Peer teaching is an innovative way of education, and it's success is thought to lie in cognitive congruence; having shared learning experiences and capabilities, cognitive congruence allows students to ask questions in confidence and make any clarifications, without fear of being judged. Other advantages include, enhanced teamwork and communication skills, for both the peer teacher and the students being taught.When viewing the whole spectrum of teaching tools and learning techniques, there are none that appear to be more superior to others, but rather that they should be used in conjunction with one another, in order to enhance learning. IntroductionThe adequate knowledge of anatomy is an essential aspect in becoming a competent physician, however the transfer of anatomical knowledge from educator to student in higher education has been in decline over a period of years (Turney, 2007). The most common pedagogy of theoretical anatomy is passive and ineffective (Schwerdt &Iqbal H MedEdPublish

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Teaching anatomy: Cadavers vs. computers?

Cited by 171 publications

References 9 publications

Attitudes of healthcare students on gross anatomy laboratory sessions

Attitudes of healthcare students on gross anatomy laboratory sessions

Teaching Embryology Using Models Construction in Practical Classes

Anatomy "Peer Teaching" in Medical School: A literature review

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