The Superficial Face Dissection as an Example for Integrating Clinical Approaches, Authentic Learning, and Changing Perspectives in Anatomy Dissection

Abstract

Hands‐on dissection‐based learning of anatomy offers an unique and valued experience for medical students. Too often however, the inexperienced student's focus is to avoid damage to unfamiliar structures instead of understanding spatial relationships between structures. This results in unfortunate surrender of a critical learning experience. Additionally, approaches to dissection and anatomic exposure share little alignment to clinical approaches, making it less powerful in clinical applicability. The goal of this viewpoint commentary is based on the experience of the two authors and aims to demonstrate opportunity to introduce clinical approaches for dissection while incorporating relevant anatomical concepts in medical school curriculum that aligns with authentic healthcare practice. Using the dissections of the superficial face as a relevant and current topic of clinical interest, we point out that applying the currently performed dissection approach (medial‐to‐lateral) falls short of providing sufficient knowledge and understanding of the layered arrangement of facial structures. The lateral‐to‐medial approach, as performed in surgical face lifting procedures would offer a better understanding of the layers of the face and especially the superficial musculoaponeurotic system (SMAS) accounting for the difficulties of facial dissections on embalmed cadavers. This commentary could offer a potential change in paradigm for students and course facilitators for how to maximize the knowledge transfer during facial dissections. It potentially opens a door to rethink dissection‐based learning of anatomy toward techniques and approaches that are aligned to surgical access pathways and thus considered more clinically relevant.

Anatomy education for medical students in the United Kingdom and Republic of Ireland in 2019: A 20‐year follow‐up

“…However, some authors have stated its importance as a “rite of passage” (Dyer & Thorndike, 2000 ) or a “royal road” (Newell, 1995 ) and others that it is a form of learning that imparts more than just factual knowledge (Smith et al, 2020 ). Moreover, dissection itself is changing as it evolves to reflect the latest clinical practice (Cotofana & Lachman, 2020 ) and during the Covid‐19 pandemic, many educators have had to explore new ways for students to gain experience of human cadavers, for example, with material provided for asynchronous learning, to enable a stronger focus when students are in the anatomy laboratory (Smith and Pawlina, 2021 ).…”

Issues in Teaching Vascular Anatomy: Thoughts and Suggestions from the Clinician's Point of View

“…Taken into account the aforementioned, it is suggested that cadaveric dissections and prosections are performed with respect to standard surgical exposures and extending upward and downward. (Cotofana and Lachman, 2020). Since the technique of vascular exposures focuses on preserving major muscular structures, separate "vascular" dissections and prosections do not compromise the cadaver nor preclude studying of other anatomic systems with respect to classical dissection techniques.…”

Analysing the Effect of Authentic Learning Activities on Achievement in Social Studies and Attitudes towards Geographic Information System (GIS

“…Most of the previous studies on authentic learning have focused on science, mathematics and language education (Akça & Ata, 2009;Aydın, 2019;Aynas, 2018;Bektaş & Horzum, 2014;Belaid & Murray, 2015;Belet, Boyacı, & Güner, 2017;Coşkun, Doğan, & Ulua, 2017;Cotofana & Lachman, 2020;Dadlı, 2017;Dennis & O'Hair, 2010;Dolapçıoğlu, 2015;Finch & Jefferson, 2013;Flanagan, 2014;Gençoğlan, 2017;Gregory, 2013;Gündoğan & Gültekin, 2017;Hamurcu, 2016;Herrington & Oliver, 2000;Herrington, Reeves, & Oliver, 2014;Hürsen, 2016;Karakoç, 2016;Koçyiğit & Zembat, 2013;Motlhaka, 2014;Newmann & Wehlage, 1993;Preus, 2012;Rule, 2006;Safuan & Soh, 2013;SAYE the Social Studies Inquiry Research Collaborative, 2013;Weninger, 2018;Westberg & Leppien, 2018;Yanti & Mulyono, 2020). However, in Turkey, very few studies have been conducted in the field of social studies education (Baştürk, 2019;Gürgil, 2018;İneç, 2017;İneç & Akpınar, 2017;Karakuş, 2006;Önger, 2019).…”