Role of cadaveric dissections in modern medical curricula: a study on student perceptions

Abstract

The shift from traditional medical curricula to newer teaching and learning approaches such as problem-based learning has often resulted in omission or significant reduction of cadaveric dissections as a method of learning anatomy. The objective of this study was to evaluate students' perception of dissection in a graduate-entry, problem-based learning-based medical curriculum. At the end of the musculoskeletal dissection program in second year, a Likert-type questionnaire was used to explore medical student perceptions of the perceived advantages and challenges of cadaveric dissections in comparison with other anatomy teaching methods. Overall, a majority of students had a positive perception of dissections. Students who attended dissections regularly had significantly more positive perceptions about their experience and were in agreement with statements such as "dissections make learning more interesting" and "I would be disadvantaged if I did not attend dissection classes." Non-regular attendance was associated with statements about dissections such as "I do not like the smell," "time consuming," and "bored with the way it is carried-out." A follow-up study after completion of the medical program revealed a significant improvement of positive perception about dissection. Student perceptions appear to favour a role for cadaveric dissection in learning anatomy in modern medical curricula. However, optimal and effective integration of dissections is important, with consideration given to its structure and extent of content weighed against logistics and availability of resources; while addressing negative perceptions of dissection-based teaching.

A Survey on the Knowledge and Attitudes of Italian Medical Students toward Body Donation: Ethical and Scientific Considerations

“…As in other countries, the majority of MS agreed that autopsies and corpse dissection were useful in medical practice and education [4]. However, it emerged that a considerable percentage of students had scant knowledge of this issue.…”

“…Dissection-based teaching is a focal point in the integration and correlation of basic and clinical medical knowledge. Through the dissection of corpses, students and physicians can have a direct view of the three-dimensionality of human tissues and direct contact with the structure of tissues, and can understand the differences between normal and pathological conditions [4]. …”

Venezuelan surgeons view concerning teaching human anatomical dissection

“…Advantages of integrating imaging and human anatomical dissection include improved clinical application of human anatomy and an increase in medical student's interest in human anatomy [164748]. The surgeons' ongoing concern about diminishing learning and knowledge of human anatomy among junior medical doctors and results of this survey and other studies [141525282930394049] could constitute and important boost to the case for giving emphasis to keeping human anatomical dissection in the medical syllabus.…”

Designing an effective student evaluation of teaching (SET) questionnaire for cadaveric dissection

“…20 At the very onset, in trying to evaluate the efficiency of instructors in the supervision of cadaveric dissection it needs to be emphasized that only responses from students who attend classes regularly provide the most accurate evaluation of teaching proficiency of instructors. 21,22 So, it is imperative that the responses from students who have attended at least 70% of dissection classes only be included during the analysis of the questionnaire. While it is customary to enquire about the success and effectiveness of the dissection course, a more relevant enquiry would be the willingness to retake a similar course in the future.…”