The dissection course – necessary and indispensable for teaching anatomy to medical students

Korf, Horst‐Werner; Wicht, Helmut; Snipes, Robert L.; Timmermans, Jean‐Pierre; Paulsen, Friedrich; Rune, Gabriele M.; Baumgart-Vogt, Eveline

doi:10.1016/j.aanat.2007.10.001

Cited by 300 publications

(264 citation statements)

References 11 publications

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“…These changes have also been strengthened by the rampant curriculum reviews that arise due to newer discoveries in molecular biology and other information to be taught to students of anatomy. This has also not been helped by the financial constraints many medical faculties face in maintaining a dissection course/laboratory for teaching/learning [22].…”

Section: Resultsmentioning

confidence: 99%

“…Anatomical learning, over the years has received much attention, from cadaveric dissections [20], use of multimedia tools [21], problem-based learning [5] and other forms of 'cadaverless gross anatomy' [22] to plastination [13,23,24] . These changes have also been strengthened by the rampant curriculum reviews that arise due to newer discoveries in molecular biology and other information to be taught to students of anatomy.…”

Section: Resultsmentioning

confidence: 99%

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The Awareness of Medical Students in Nigerian Universities about the Use of Plastinated Specimens for Anatomical Studies

Azu¹,

Peter²,

Etuknwa³

et al. 2012

Macedonian Journal of Medical Sciences

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Over the past decade, the role of anatomical teaching in the undergraduate medical curriculum has changed considerably. At some medical schools, active dissection of cadaveric specimens is gradually being replaced by prosection-based methods and other resources such as e-learning, use of plastinated materials and models. Academic faculties in some of our medical schools are recently obtaining necessary skills in plastination technology which would aid in the future production and usage of plastinated prosections. The latter would be used as adjunct to wet cadaveric specimens in undergraduate anatomy teaching. The aim of this study was to examine students' views on the use of plastinated prosections for their anatomical learning. This was a cross-sectional study using questionnaires and focus group for data collection. The questionnaire was completed by 280 undergraduate medical and anatomy students out of 300 (response rate 93%). The majority of students (70%) have never heard of plastination before while 40 % of the remainder heard through the internet. Also, 94.29% rated plastinated prosections as a valuable resource for their anatomical learning and would want to learn about the technique. While 75% of respondents felt that students would benefit immensely from plastinated prosections, more than 78% said it should be used alongside other cadaveric materials. We conclude that plastinated prosections are an adequate resource for the early stages of undergraduate training, but that the learning experience may be further enhanced by providing opportunity for the study of wet cadaveric material.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The Awareness of Medical Students in Nigerian Universities about the Use of Plastinated Specimens for Anatomical Studies

Azu¹,

Peter²,

Etuknwa³

et al. 2012

Macedonian Journal of Medical Sciences

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“…Furthermore, this echoes the sentiments of Korf et al (2008) in which they showed that the production and reproduction of the skill of anatomical dissection conserved existing practised knowledge that is transferred to the students' mind.…”

Section: Use Of Prosected Specimensmentioning

confidence: 89%

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

Wyk

Rennie

2015

Int. J. Morphol.

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SUMMARY:The debate on how best to teach anatomy and the central role of cadaveric dissections in medical training remains topical even today. Despite the use of a variety of teaching methodologies e.g. prosected specimens, plastinated specimens, cadaveric dissection and computer-assisted learning, the amount of time dedicated to a full body human dissection programme, its clinical relevance and whether it promotes deeper learning has become a bone of contention in problem-based learning context. The implementation of student centred, PBL curricula means that students' learning is autonomous, and studies suggest the link between students' approaches to learning with their perceptions of their learning environment. Therefore, this study explored the perceptions of an educationally diverse medical student cohort in a 5 year problem-based learning programme who learned anatomy through the dissection method, elaborating on the value of this subject to their medical studies. Quantitative and qualitative data was collected and thematically analysed. One hundred students of the MBChB2 cohort (44%) completed the questionnaire. The majority of the respondents (70%) reported a positive experience during anatomical dissection in terms of visual and clinical application whilst gaining anatomy understanding and skill. Students with prior educational qualifications (mature) and first time school leavers voiced similar complaints. Student responses differed qualitatively on how they benefitted from the dissection. This study confirms that dissection remains an effective method for basic anatomy teaching even in PBL contexts. It concludes with strategies to enhance the learning experiences of educationally diverse students.

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“…Some argue that alternative teaching methods such as the study of prosections and plastinated specimens, living anatomy, surface anatomy, radiological images, and body painting make better use of student time (Nnodim, 1990;McLachlan, 2004;Patten, 2007;McMenamin, 2008). Others hold that traditional dissection gives students advantages over those who have not dissected, for example psychological and emotional training (Arrá ez-Aybar et al, 2008;Korf et al, 2008;Patel and Moxham, 2008;Slingsby, 2008).…”

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confidence: 99%

Keeping dissection alive for medical students

Chambers

Emlyn-Jones

2009

Anatomical Sciences Ed

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Traditional dissection teaching is being reduced in a number of medical schools, particularly in the United Kingdom. In response to this, 12 medical students from Warwick University, UK, traveled to the Island of Grenada for an intensive extracurricular dissection course at St. George's University. This course not only benefited the host university through the creation of prosections for teaching but also allowed the participants to completely immerse themselves in anatomical study, by developing their dissection skills and consolidating anatomical knowledge. We believe that similar courses could be easily implemented by other medical schools, thereby allowing future students to keep traditional dissection alive.

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The dissection course – necessary and indispensable for teaching anatomy to medical students

Cited by 300 publications

References 11 publications

The Awareness of Medical Students in Nigerian Universities about the Use of Plastinated Specimens for Anatomical Studies

The Awareness of Medical Students in Nigerian Universities about the Use of Plastinated Specimens for Anatomical Studies

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

Keeping dissection alive for medical students

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