Teaching human anatomy without cadavers: Indian scenario in 2020

Charmode, Sundip; Mohanty, Aroop; Kumar, Subodh; Mishra, Vivek

doi:10.18231/j.ijcap.2020.049

Cited by 1 publication

(1 citation statement)

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“…Medical students need to be competent and confident in order to work with these newer technologies and curricula. On the other hand, Indian medical schools are also facing challenges in procuring dead bodies for dissection due to the lack of a structured body donation program, and some of them have curtailed dissection due to the unavailability of cadavers [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Medical Faculty Perspectives Toward Cadaveric Dissection as a Learning Tool for Anatomy Education: A Survey Study in India

Asad¹,

Asghar²,

Tadvi³

et al. 2023

Cureus

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Cadaveric dissection, as a learning tool, has been a part of Indian medical education. Worldwide, with reforms in medical education and the introduction of new learning modalities, cadaveric dissection has been complemented with other modalities such as living anatomy and virtual anatomy. This study aims to collect the feedback of faculty members regarding the role of dissection in the present context of medical education. The method of the study involved a 32-item questionnaire to collect responses; they were collected using the 5-point Likert scale along with two open-ended questions. In general, the closed questions covered these sections: learning styles, interpersonal skills, teaching and learning, dissection, and other learning modes. The principal component analysis was used to explore the multivariate relationships among the items' perceptions. The multivariate regression analysis was conducted between the construct and the latent variable to develop the structural equation model. Four themes, PC1 (learning ability with structural orientation), PC2 (interpersonal skill), PC3 (multimedia-virtual tool), and PC5 (associated factors) had positive relation and were treated as a latent variable motivation for dissection, and theme 4 (PC4, safety) had a negative correlation and was treated as a latent variable repulsion for dissection. It was found that the dissection room is an important place for learning clinical and personal skills, along with empathy, in anatomy education. Safety issues and implementation of stress-coping activities during the induction phase are required. There is also a need to use mixed-method approaches that integrate technologyenhanced learning such as virtual anatomy, living anatomy, and radiological anatomy with cadaveric dissection.

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Section: Introductionmentioning

confidence: 99%