Cadaveric dissection by students-monitors in human anatomy discipline: experience report

Abstract

Introduction: Monitoring allows students the basic cycle of higher-level courses, principally, a deeper understanding of all content been living in class, in this case, the Human Anatomy classes. Through it the student develops various daily activities at the Human Anatomy Laboratory to that add up to the didactic and pedagogical activities required in this process, like the cadaveric dissection. Dissect derives from the Latin meaning to separate, cut, etymologically being equivalent to anatomy. The present study aimed to report the student-monitor experience the discipline of Human Anatomy in cadaveric dissection. Methods: The study is an experience report of a qualitative approach, with an exploratory descriptive analysis, whose objective was to describe, in the words of Physiotherapy course monitors, the importance in the dissection technique. For this, has been made the reading for each reporting for the identification of the central issues described by each monitor. Results: The reports were obtained in February 2014 soon after the end of the I Course of cadaveric dissection of Upper and Lower Limbs, sponsored by the Human Anatomy Laboratory of the University of Pernambuco, Petrolina, as a process of training to those student-monitors who had been selected for the period between 2014.1 and 2014.2 monitoring. Conclusion: It could be perceived that the cadaveric dissection was seen as a way to strengthen the humanization of future health professionals, which resulted in its ethical and social practice, and it has allowed an improvement in teacher-monitor-student relationship.

Are Corpses the Best Method for Practical Anatomy Assessment, According to Health Course Students?

“…21 The modeling technique is equivalent to assimilating one piece to another, using artistic materials such as modeling mass and biscuit. 14 The three-dimensional anatomical models manufactured by students themselves, with low cost materials, 12,13 transcribe the cadaveric material.…”

“…The evaluation as assessment need to be performed in a quiet atmosphere, allowing students' knowledge to flow naturally, without neuroses or anxiety states, that block their performance. 12,33 The Santos et al study, 33 demonstrates the meaning of the evaluation, according to the student, in assessment with microscopy slides showing the significance that the evaluation represents and its necessity. However, the way it is done -several possibilities of answers, processed in a short period of timeleads the students to a high level of stress.…”

“…The use of alternative methods in teaching Human Anatomy facilitates learning, increases the amount of information and develops the artistic abilities of the students, as in the case of manufactured anatomical models. 12 Therefore, it is highly important to implement innovative models that lead to a higher level of anatomical knowledge apprehension. 5,12…”

“…12 Therefore, it is highly important to implement innovative models that lead to a higher level of anatomical knowledge apprehension. 5,12…”

“…11 Careful observation is important to teaching Human Anatomy, 6 thus the modeling technique proposes to transcribe the cadaveric pieces as a way of topographic memorizing, the structures if they improve the student's interaction with the discipline. [12][13][14] However the use of cadaveric resources is essential for to training health sciences professionals, making it the effector more humanized actions, although some students state this kind of material brings visual repulsion, inducing nightmares and unpleasant odor of the solution with formaldehyde, blocks the learning process. 15 Nevertheless, most of the students are aware that studying Anatomy with the help of the corpse and enhance their degree knowledge of morphology in all its particularities.…”