Cadaveric surgery: a novel approach to teaching clinical anatomy

Nutt, James; Mehdian, Roshana; Parkin, Ian; Dent, John A.; Kellett, Catherine F.

doi:10.1111/j.1743-498x.2012.00536.x

Cited by 34 publications

(31 citation statements)

References 8 publications

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“…Clinical cadaveric anatomy seems to be helpful to the surgeons [4]. The surgical procedures shown to the undergraduates provide a purposeful and memorable way of learning anatomy, in comparison with conventional teaching methods [34]. In most of the surgical-based anatomy curricula the clinically relevant procedures on cadavers were shown and different surgical procedures like pancreaticoduodenectomy or …”

Section: Category 1 Cadaveric Dissectionmentioning

confidence: 99%

“…However, this process depends on both, student and teachers. To eliminate mistakes and also standardise the teaching process universities introduced clinical shoulder hemi-arthroplasty were performed with or without a student's help [3,34]. Some programs go one step further and teach preclinical students how to behave in a sterile surgical environment [10].…”

Section: Category 3 Other (Problem-based Learning and Visualisation)mentioning

confidence: 99%

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Simulation techniques in the anatomy curriculum: review of literature

Torres

Pietrzyk

et al. 2014

Folia Morphol

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Section: Category 1 Cadaveric Dissectionmentioning

confidence: 99%

Section: Category 3 Other (Problem-based Learning and Visualisation)mentioning

confidence: 99%

Simulation techniques in the anatomy curriculum: review of literature

Torres

Pietrzyk

et al. 2014

Folia Morphol

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“…[14][15][16] This process provides a valuable insight into surgery and focus on the anatomy. [1] The design of classic lectures, notes and practical anatomy laboratory lectures empower the residents to direct, evaluate and reflect on their learning. This teaching method based on student-directed fresh tissue anatomy courses is appreciated by students who found objectives were clear, achievable, and taught effectively with relevant clinical correlates.…”

Section: Discussionmentioning

confidence: 99%

“…This technique also provided a valuable insight into surgery. [1] On the other hand dissection videos did not improve performance on final examination scores; however, students favored their use. [13] The value of anatomy dissection courses using human cadavers in imparting anatomical knowledge has been clearly established.…”

Section: Introductionmentioning

confidence: 99%

“…[1] Training sources available for anatomy education are expanding such as anatomy software, live surgery anatomy or medical imaging, but access to cadaveric anatomy is becoming less common. [2] Cadaveric dissection is used as a major tool in learning anatomy, owing to its perceived effectiveness for understanding classification and inter-relationship of different body parts, integration of theory and practice of anatomy, touch-mediated perception, three-dimensional perspectives of structures, and application of practical skills.…”

Section: Introductionmentioning

confidence: 99%

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Impact of cadaveric surgical anatomy training on urology residents knowledge: a preliminary study

Özcan¹,

Hurі²,

Tatar³

et al. 2015

Turkish Journal of Urology

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Objective: Cadaveric dissection is used as a major tool for anatomy education at the medical school. In this study we aimed to determine how a uro-anatomy cadaveric dissection course would impact urology residents knowledge. Material and methods:A three days course was given to 50 urology residents by experienced trainers in 1-3 June 2012 at Ege University Medical School's Anatomy Department, İzmir, Turkey. Efficacy of the course was assessed using a multiple choice questionnaire of 20 questions given before and after the course. Results:Completed questionnaires before and after the course were available for 25 residents (50%) that were included. Residents answered correctly to 11.7 out of 20 questions (59%) before the course and 13.0 out of 20 (65%) after (p<0.05). In individuals analysis, 16 residents (64%) increased their scores, 4 (16%) had similar scores and 5 (20%) had lower scores. The number of correct answers for 6 out of the 20 questions was lower following the course. Conclusion:This cadaveric surgical anatomy course was effective in improving surgical anatomy knowledge for most urology residents but not all and helped to identify ways to improve the course in the future.

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Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy

Shiozawa

Butz

Herlan

et al. 2016

Anatomical Sciences Ed

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Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application-oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple-choice (S-MC) and 20 clinically-applied multiple-choice (CA-MC) items. The CA-MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA-MC questions significantly better than the control group (75% and 65%, respectively; P < 0.05, Mann-Whitney U test). The groups exhibited no differences on the S-MC questions (85% and 82.5%, respectively; P > 0.05). The CA-MC questions had a slightly higher level of difficulty than the S-MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S-MC median Pearson correlations: 0.321; CA-MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA-MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46-52. © 2016 American Association of Anatomists.

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Cadaveric surgery: a novel approach to teaching clinical anatomy

Abstract: The authors believe that learning anatomy via a surgical approach provides a relevant, in-depth, purposeful and enjoyable learning experience. This technique also provided a valuable insight into surgery.

Cited by 34 publications

References 8 publications

Simulation techniques in the anatomy curriculum: review of literature

Simulation techniques in the anatomy curriculum: review of literature

Impact of cadaveric surgical anatomy training on urology residents knowledge: a preliminary study

Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy

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