The Ongoing Discussion About Cadaveric Dissection in Medical Education: A Proposed Integrated Approach

Abstract

Over the last decade, cadaveric dissection has been the focus of debate, regarding its value within the medical curriculum. Those against dissection cite, among other reasons, that dissection is overly time consuming and does not fit into the favoured team-based, case-based, or problem-based learning models. Further, alternative methods of learning anatomy (e.g., living anatomy, technology) have been incorporated into the lab as alternative for dissection. Newer medical schools are choosing not to include dissection at all, in favour of introducing clinical skills much earlier. Current literature shows dissection is still very popular and preferred among surgeons as a training tool, while students acknowledge that it is important for their learning. Alternative methodologies have also been reportedly popular with students and additional value lies in their incorporation of clinical skills (e.g., patient interviews). Therefore, a compromise has been reached with the proposal of the Integrated Dissection and Clinical Skills (IDCS) approach. This method of teaching anatomy would incorporate various techniques in a manner that puts student learning first. It is intended as a middle ground that will maximise learning by fitting dissection into the modern curricula designs in a more dynamic and engaging manner.

Residents' Perceptions of a Novel Virtual Livestream Cadaveric Teaching Series for Musculoskeletal Anatomy Education

“…Common reasons that were provided for strongly rating the livestream method were consistent with findings from the Likert scale questions, suggesting reliability of responses. The aspects of virtual livestream learning that were rated as superior to traditional teaching seem to address domains that have previously been identified as disadvantages of cadaveric anatomy learning in the literature 6,7 . In particular, the strong ratings for ease of visualization and hearing/discussion among the group is likely due to the contrast from the typical large groups and high student-to-cadaver ratios with in-person cadaveric teaching 17 .…”

“…The aspects of virtual livestream learning that were rated as superior to traditional teaching seem to address domains that have previously been identified as disadvantages of cadaveric anatomy learning in the literature. 6,7 In particular, the strong ratings for ease of visualization and hearing/discussion among the group is likely due to the contrast from the typical large groups and high student-to-cadaver ratios with in-person cadaveric teaching. 17 High-resolution cameras seem to provide realistic visualization of cadavers despite the virtual nature of learning.…”

“…A common teaching method is in-person cadaveric sessions, which allows for relatively realistic visualization of anatomic structures 5 . However, high costs and lack of access to cadavers have resulted in suboptimal learning environments, including large student-to-cadaver ratios and subsequent heterogeneous learning experiences 6,7 . Further challenges arose during the COVID-19 pandemic when in-person teaching became inaccessible altogether.…”

“…5 However, high costs and lack of access to cadavers have resulted in suboptimal learning environments, including large student-to-cadaver ratios and subsequent heterogeneous learning experiences. 6,7 Further challenges arose during the COVID-19 pandemic when in-person teaching became inaccessible altogether. Therefore, new teaching methods must be developed to address this gap in education.…”

The role of anatomical context in soft‐tissue multi‐organ segmentation of cadaveric non‐contrast‐enhanced whole body CT

“…In anatomy education, cadaveric computed tomography (CT) imaging has been shown to improve student scores in conjunction with traditional dissection and lecture. 1,2 While not a replacement for traditional dissection-based courses, [3][4][5][6] the use of CT scans enables the identification, segmentation, and 3D modeling of important structures of interest. These models can be used by students to study form, function, and variation.…”