The effects of a course in cadaver dissection on resident knowledge of pelvic anatomy: An experimental study

Gordinier, Mary E.; Granai, C.O.; Jackson, Neil D.; Metheny, William P.

doi:10.1016/0029-7844(95)00076-4

Cited by 30 publications

(18 citation statements)

References 4 publications

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“…Current pressure to reduce the hours devoted to anatomy education notwithstanding, research suggests that traditional anatomy courses inadequately prepare new graduates for their residency training (Collins et al, 1994;Gordinier et al, 1995;Ger, 1996;Cottam, 1999;DiCaprio et al, 2003). One reason for this condition is the pedagogical principle upon which traditional anatomy education is built, that being comprehensive coverage.…”

Section: Introductionmentioning

confidence: 96%

Design principles for developing an efficient clinical anatomy course

et al. 2006

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The exponential growth of medical knowledge presents a challenge for the medical school curriculum. Because anatomy is traditionally a long course, it is an attractive target to reduce course hours, yet designing courses that produce students with less understanding of human anatomy is not a viable option. Faced with the challenge of teaching more anatomy with less time, we set out to understand how students employ instructional media to learn anatomy inside and outside of the classroom. We developed a series of pilot programs to explore how students learn anatomy and, in particular, how they combine instructional technology with more traditional classroom and laboratory-based learning. We then integrated what we learned with principles of effective instruction to design a course that makes the most efficient use of students' in-class and out-of-class learning. Overall, we concluded that our new anatomy course needed to focus on transforming how medical students think, reason, and learn. We are currently testing the hypothesis that this novel approach will enhance the ability of students to recall and expand their base of anatomical knowledge throughout their medical school training and beyond.

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Section: Introductionmentioning

confidence: 96%

Design principles for developing an efficient clinical anatomy course

et al. 2006

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“…Despite the advent of computerized learning aids for teaching medical students human anatomy, the dissection of human cadavers in medical school anatomy courses is still regarded as a very important aspect of the core curriculum of all United States (U.S.) medical schools, with some arguing that cadaver dissection not only provides important education regarding multidimensional anatomy and anatomical variation in humans but also represents a critical initial learning experience about the patient-physician relationship (Aziz et al, 2002;Temkin et al, 2002). For residents in surgical subspecialties, there are many new applications for human cadavers including updating resident knowledge about focused areas of clinical anatomy and teaching residents techniques for performing traditional and new surgical procedures such as laparoscopic surgery (Gordinier et al, 1995;Cundiff et al, 2001;McCarthy et al, 2002;Proano et al, 2002;Lenart et al, 2003;Liaison Committee on Medical Education, 2003).…”

Section: Introductionmentioning

confidence: 99%

Whole body donation for medical science: A population‐based study

Boulware¹,

Ratner²,

Cooper³

et al. 2004

Clinical Anatomy

123

129

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Although cadaveric whole-body donation for the purposes of medical science is extremely important for medical education, the number of persons who choose to donate remains low. We assessed persons' willingness to consider whole body donation in a standardized telephone survey of Maryland households, identified using random digit dialing. In multivariable analyses, we assessed the independent relation of sociodemographics and attitudinal factors to willingness to consider donation, and we determined the amount of variation in willingness to consider donation among the study population that could be explained by these factors. Of 385 participants (84% of randomized homes), 49% reported they would consider whole body donation. In bivariate analysis, younger age, African-American race/ethnicity, less education and income, greater number of dependents, marital status, and attitudes about religion/spirituality, trust in hospitals, and income, gender, and racial/ethnic discrimination in hospitals were statistically significantly associated with 40-70% less odds of willingness to consider donation. After adjustment, persons of African-American race/ethnicity, less education, and those agreeing with the statements, "Rich patients receive better care at hospitals than poor patients," and "White patients receive better care at hospitals than other racial or ethnic groups," had 40-60% less odds of willingness to consider donation when compared to their counterparts. Respondents' race/ethnicity and education contributed most to willingness to consider donation. We conclude that demographic and attitudinal factors are strongly related to willingness to consider whole body donation. Efforts to enhance donation should seek to identify ways in which potential barriers to donation can be addressed by health professionals.

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“…We return residents in clinical oncology to the gross anatomy lab to reinforce the three-dimensional relationships learned 5-9 years previously, now particularly relevant to their postgraduate training. A randomized trial of the integration of cadaver dissection into the obstetrics and gynecology residency program was reported in 1995 (6). In this small trial, 13 first-and second-year obstetrics and gynecology residents were randomly assigned to 2-to 3-h dissection sessions with a female cadaver or the same amount of protected self-study time with provided anatomical references.…”

Section: Discussionmentioning

confidence: 99%

“…However, reviewing gross anatomy via cadaver prosections is not a traditional part of the radiation oncology residency. This is in contrast to many surgical subspecialties; for example, cadaver lab experience is a required by the Accreditation Council for Graduate Medical Education for all otolaryngology residency programs (5)(6)(7)(8)(9).…”

Section: Introductionmentioning

confidence: 99%