Benefits of Extracurricular Participation in Dissection in a Prosection-Based Medical Anatomy Program

Autor/inn/en	Whelan, Alexander; Leddy, John J.; Ramnanan, Christopher J.
Titel	Benefits of Extracurricular Participation in Dissection in a Prosection-Based Medical Anatomy Program
Quelle	In: Anatomical Sciences Education, 11 (2018) 3, S.294-302 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramnanan, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1724
Schlagwörter	Educational Benefits; Science Instruction; Anatomy; Laboratory Procedures; Extracurricular Activities; Medical Students; Student Attitudes; Qualitative Research; Student Centered Learning; Medical Education; Cognitive Style; Barriers; Time Management; Correlation; Science Tests; Scores; Student Participation; Science Achievement; Statistical Analysis; Likert Scales + Suchen Sie Ihr Suchwort? Bildungsertrag; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Anatomie; Laboruntersuchung; Außerunterrichtliche Aktivität; Schülerverhalten; Qualitative Forschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Medizinische Ausbildung; Cognitive styles; Kognitiver Stil; Zeitmanagement; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Statistische Analyse; Likert-Skala
Abstract	The purpose of this study was to evaluate the extracurricular cadaveric dissection program available to medical students at an institution with a modern (time-compressed, student-centered, and prosection-based) approach to medical anatomy education. Quantitative (Likert-style questions) and qualitative data (thematic analysis of open-ended commentary) were collated from a survey of three medical student cohorts who had completed preclerkship. Perceived benefits of dissection included the hands-on learning style and the development of anatomy expertise, while the main barrier that limited participation was the time-intensive nature of dissection. Despite perceived benefits, students preferred that dissection remain optional. Analysis of assessments for the MD2016 cohort revealed that dissection participation was associated with enhanced performance on anatomy items in each systems-based unit examination, with the largest benefits observed on discriminating items that assessed knowledge application. In conclusion, this study revealed that there are academic and perceived benefits of extracurricular participation in dissection. While millennial medical students recognized these benefits, these students also indicated strong preference for having flexibility and choice in their anatomy education, including the choice to participate in cadaveric dissection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01