Teaching with Cadavers Outside of the Dissection Room Using Cadaveric Videos

Stone, Danya; Hennessy, Catherine; Smith, Claire F.

doi:10.1007/978-3-030-87779-8_12

Cited by 3 publications

(6 citation statements)

References 74 publications

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“…The video that the students watched in this study is a “cadaveric video” made by the instructors, as it shows a prosection of a canine cadaver and displays the contents that later, the students would have to study in the dissection room. Previous works have shown that students enjoy using cadaveric videos made by their instructors to learn anatomy 49,55,56 . In this sense, the vast majority (90.8%) of students of this work considered the video useful to adapt and become familiar with dissection.…”

Section: Discussionmentioning

confidence: 86%

“…Dissection videos have been incorporated in many classrooms, and although evidence regarding their impact on academic performance remains uncertain, students appear to appreciate them as a resource ([55] and references therein). The creation of cadaveric videos has increased in recent years, as they have provided one option to continue teaching anatomy using cadaveric specimens, especially in a time when all in‐person practical teaching was prohibited during the COVID‐19 pandemic 56 . Indeed, this circumstance created the temporary need for pure remote education that led to an increase in the production of different types of anatomic videos, which were very appreciated by students 57 …”

Section: Discussionmentioning

confidence: 99%

“…Previous works have shown that students enjoy using cadaveric videos made by their instructors to learn anatomy. 49,55,56 In this sense, the vast majority (90.8%) of students of this work considered the video useful to adapt and become familiar with dissection.…”

Section: The Use Of Videos As Tools To Reduce Anxiety and Improve The...mentioning

confidence: 92%

“…The creation of cadaveric videos has increased in recent years, as they have provided one option to continue teaching anatomy using cadaveric specimens, especially in a time when all in-person practical teaching was prohibited during the COVID-19 pandemic. 56 Indeed, this circumstance created the temporary need for pure remote education that led to an increase in the production of different types of anatomic videos, which were very appreciated by students. 57 The video that the students watched in this study is a "cadaveric video" made by the instructors, as it shows a prosection of a canine cadaver and displays the contents that later, the students would have to study in the dissection room.…”

Section: The Use Of Videos As Tools To Reduce Anxiety and Improve The...mentioning

confidence: 99%

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Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room

Terrado

Gómez

Chicharro

et al. 2023

Anatomical Sciences Ed

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The use of cadavers is essential for veterinary anatomy learning. However, facing an animal corpse can be stressful for veterinary students because of their empathy toward animals. The objective of this study was to evaluate veterinary medicine students' emotions, feelings, and anxiety levels related to practicals with dog cadavers. Two questionnaires were administered to 1st year students (n = 168) at CEU Cardenal Herrera University in Valencia (Spain) before and after their first practical session with cadavers. The application of State–Trait Anxiety Inventory questionnaires showed that “state anxiety” decreased significantly (p < 0.05), from a score of 14.8 before the practical to 10.4 after, and that female students showed higher but not significantly different levels than males. Most (64%) of the students were not willing to donate the bodies of their pets, and those students were more stressed before the practical than their peers, although their anxiety levels significantly decreased by the end of the session. The majority of the students answered positively about emotions, such as feeling calm, safe, not nervous, relaxed and not worried before the practical, and this increased significantly to more than 80% by the end of the session. The visualization of educational videos prior to the session was evaluated positively by students. These results agree with those reported in other health science disciplines, showing that students face practical sessions with corpses in a similar way and suggesting that the use of videos can help decrease anxiety and enhance their learning experience.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: The Use Of Videos As Tools To Reduce Anxiety and Improve The...mentioning

confidence: 92%

Section: The Use Of Videos As Tools To Reduce Anxiety and Improve The...mentioning

confidence: 99%

See 2 more Smart Citations

Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room

Terrado

Gómez

Chicharro

et al. 2023

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…The authors are keenly interested in the sense‐making of anatomy educators experiencing a steady erosion of their learning environment as the number of anatomy hours continues to decline and shift to asynchronous formats (Stone et al, 2022), changes accelerated in the wake of Covid‐19 (de Carvalho Filho et al, 2021; Evans & Pawlina, 2021; Harrell et al, 2021). It is worth reiterating that the raw data from this present study was collected just before the pandemic, while the bulk of the analytic process was carried out during and after lockdown.…”

Section: Discussionmentioning

confidence: 99%

“Preparing them for the profession”: An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum

Kirkness

Bazira

Finn

et al. 2022

Anatomical Sciences Ed

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Efforts to integrate the basic sciences into the ever‐changing curriculum are a trending area of research in health professions education. Low‐stakes, high‐frequency assessment methods such as the progress test are now widely implemented in the United Kingdom and Northern Ireland as a means of furthering curricular integration toward contemporary goals of competency and professional identity formation. The anatomy educator's experience vis‐à‐vis these curricular changes is not well understood. This study aimed to explore how anatomy educators make sense of the shifting demands of their role. The interviews were semi‐structured, particularly concerned with the phenomenon of teachers adapting to the complexity of their learning environment. The study used interpretative phenomenological analysis (IPA) to focus on the lived experiences of participants coping with the phenomena in question: how do anatomy educators make sense of the learning environment in the United Kingdom? Interviews were transcribed verbatim and interpreted inductively, identifying four key themes: confidence through connectedness, variations in appraisals of curricular integration, managing expectations to perform in paradoxical situations, and the emergence of innovative teaching. Results point to the learning environment as a complex system and highlight the importance of feeling support from and connection to colleagues, enabling individual educators to develop confidence, meet the top‐down demands of changing curricula, and experience personal identity development and uncertainty tolerance within their role. This IPA study offers insight into the lived experiences of anatomy educators whose experiential interpretations of a complex and changing curriculum can uniquely inform stakeholders in health professions education.

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Standardizing male pelvic anatomy teaching using a clinical enrichment video

MacDonald,

Ory,

Pulakunta

et al. 2024

CUAJ

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Introduction: Evolving trends in medical education and modern curricular changes have reduced the amount of time and resources allocated for anatomy education. As the amount of dedicated anatomy education time decreases, more self-directed learning is required. Cadaveric dissection and didactic teaching have been supplemented with multimedia, clinical anatomy, and imaging for over 20 years with mixed results. Specifically, the use of video-based anatomy teaching increases medical learning, if done methodically. Methods: A 20-minute video was produced highlighting surgical anatomy using the following operative cases: perineal anatomy (artificial urinary sphincter case), inguinal and testicular anatomy (scrotal orchidopexy for acute testicular torsion), prostate anatomy (robotic radical prostatectomy), and bladder anatomy (endoscopy). The annotated video was shown to first-year medical students. Pre- and post-multiple-choice question quizzes were given to the students. Once submitted, the students completed a survey. Results: Overall, 191 first-year medical students participated in our study. Average scores were similar between each quiz (50±16% vs. 49±17%); there was no statistically significant change. Seventy-seven percent of participants felt the video improved their knowledge of urologic anatomy and 83% agreed the video should be shown to future classes. Sixty percent of participants felt the video solidified their anatomy knowledge. Although 78% felt the video was stimulating and entertaining, 43% of the students felt the video increased their interest in pursuing urology as a career choice. Conclusions: Anatomy teaching can be supplemented using surgical videos, especially in a time when in-person anatomy teaching is limited. Further study is required to determine if this teaching modality improves long-term anatomy knowledge retention.

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Teaching with Cadavers Outside of the Dissection Room Using Cadaveric Videos

Cited by 3 publications

References 74 publications

Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room

Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room

“Preparing them for the profession”: An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum

Standardizing male pelvic anatomy teaching using a clinical enrichment video

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