Postmortem Computed Tomography of Cadavers Embalmed for Use in Teaching Gross Anatomy

Chew, Felix S.; Relyea-Chew, Annemarie; Ochoa, Eduardo

doi:10.1097/01.rct.0000232473.30033.c8

Cited by 52 publications

(43 citation statements)

References 20 publications

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“…Participants and student radiographers have reported that working with each other on interprofessional teams enhanced their knowledge of anatomy and radiology and underscored the importance of partnerships and ancillary services in healthcare. These conclusions are supported by Chew et al, (2006), who reported that studying findings on radiographs of embalmed cadavers enhanced the learning of anatomical concepts and that the use of scans Medical Imaging. These radiographs were produced by dissection teams during the IUSM-NW minicourse.…”

Section: Discussionsupporting

confidence: 66%

A human dissection training program at Indiana University School of Medicine‐Northwest

Talarico

2010

Anatomical Sciences Ed

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As human cadavers are widely used in basic sciences, medical education, and other training and research venues, there is a real need for experts trained in anatomy and dissection. This article describes a program that gives individuals interested in clinical and basic sciences practical experience working with cadavers. Participants are selected through an open application process and attend sessions focused on anatomical terminology, gross anatomy and radiography, and some of the educational applications of human cadavers. Dissection skills are honed during an intensive, two-day cadaver dissection and orthopedic workshop. Participants communicate the knowledge they gain through table-side discussions, reflect upon the experience during a memorial service, and submit written program evaluations. Additionally, the dissection and preparation of cadaveric materials accomplished in this course are used in the medical school gross anatomy course during the next academic year. From 2004 through 2008, the annual number of applicants increased from 40 to 167, and the number of participants increased from 25 to 43 per year. Program participants have represented diverse ethnic, educational, and professional backgrounds. Feedback from participants has been remarkably positive, including comments on the large amount of learning that takes place during the sessions, the positive impact the program has had on career choice, and the desire for program expansion. This program, which could be replicated at other institutions, teaches anatomy, prepares cadaveric prosections for teaching and training others, and encourages participants to pursue careers in anatomical and biomedical sciences.

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Section: Discussionsupporting

confidence: 66%

A human dissection training program at Indiana University School of Medicine‐Northwest

Talarico

2010

Anatomical Sciences Ed

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“…Some studies have compared the use of postmortem radiological images in teaching laboratories, but none has quantitatively assessed the efficacy of this pedagogical tool (McNiesh et al, 1983;Pantoja et al, 1984Pantoja et al, , 1985Chew et al, 2006). We have demonstrated the utility of CT images in learning gross anatomy.…”

Section: Discussionmentioning

confidence: 94%

Incorporating radiology into medical gross anatomy: Does the use of cadaver CT scans improve students' academic performance in anatomy?

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Romney

et al. 2010

Anatomical Sciences Ed

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Radiological images show anatomical structures in multiple planes and may be effective for teaching anatomical spatial relationships, something that students often find difficult to master. This study tests the hypotheses that (1) the use of cadaveric computed tomography (CT) scans in the anatomy laboratory is positively associated with performance in the gross anatomy course and (2) dissection of the CT-scanned cadaver is positively associated with performance on this course. One hundred and seventy-nine first-year medical students enrolled in gross anatomy at Boston University School of Medicine were provided with CT scans of four cadavers, and students were given the opportunity to choose whether or not to use these images. The hypotheses were tested using logistic regression analysis adjusting for student demographic characteristics. Students who used the CT scans were more likely to score greater than 90% as an average practical examination score (odds ratio OR 3.6; 95% CI 1.4, 9.2), final course grade (OR 2.6; 95% CI 1.01, 6.8), and on spatial anatomy examination questions (OR 2.4; 95% CI 1.03, 5.6) than were students who did not use the CT scans. There were no differences in performance between students who dissected the scanned cadavers and those who dissected a different cadaver. These results demonstrate that the use of CT scans in medical gross anatomy is predictive of performance in the course and on questions requiring knowledge of anatomical spatial relationships, but it is not necessary to scan the actual cadaver dissected by each student.

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“…It has been shown that one effective way of imparting this competency in reading radiological imaging, specifically computed tomography (CT) scans, is to incorporate radiology into first-year medical student anatomy courses (Tavares et al, 2000;de Barros et al, 2001). Chew et al (2006) explain that combining postmortem cadaver CT (PMCT) scans with anatomical dissection will not only enhance the learning of anatomical concepts, but the use of the scans themselves could improve students' overall understanding of diagnostic radiology in medicine.…”

Section: Introductionmentioning

confidence: 99%

Self‐guided clinical cases for medical students based on postmortem CT scans of cadavers

2011

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In the summer of 2009, we began full body computed tomography (CT) scanning of the pre-embalmed cadavers in the University of Michigan Medical School (UMMS) dissection lab. We theorized that implementing web-based, self-guided clinical cases based on postmortem CT (PMCT) scans would result in increased student appreciation for the clinical relevance of anatomy, increased knowledge of cross-sectional anatomy, and increased ability to identify common pathologies on CT scans. The PMCT scan of each cadaver was produced as a DICOM dataset, and then converted into a Quicktime movie file using Osirix software. Clinical cases were researched and written by the authors, and consist of at least one Quicktime movie of a PMCT scan surrounded by a novel navigation interface. To assess the value of these clinical cases we surveyed medical students at UMMS who are currently using the clinical cases in their coursework. Students felt the clinical cases increased the clinical relevance of anatomy (mean response 7.77/10), increased their confidence finding anatomical structures on CT (7.00/10), and increased their confidence recognizing common pathologies on CT (6.17/10). Students also felt these clinical cases helped them synthesize material from numerous courses into an overall picture of a given disease process (7.01/10). These results support the conclusion that our clinical cases help to show students why the anatomy they are learning is foundational to their other coursework. We would recommend the use of similar clinical cases to any medical school utilizing cadaver dissection as a primary teaching method in anatomy education.

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Postmortem Computed Tomography of Cadavers Embalmed for Use in Teaching Gross Anatomy

Abstract: Findings on CT scans of embalmed cadavers show significant differences from CT scans of living patients, due to postmortem state and artifacts of preservation.

Cited by 52 publications

References 20 publications

A human dissection training program at Indiana University School of Medicine‐Northwest

A human dissection training program at Indiana University School of Medicine‐Northwest

Incorporating radiology into medical gross anatomy: Does the use of cadaver CT scans improve students' academic performance in anatomy?

Self‐guided clinical cases for medical students based on postmortem CT scans of cadavers

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