Dissection in the Modern Medical Curriculum: An Exploration into Student Perception and Adaptions for the Future

Autor/inn/en	Jeyakumar, Arunan; Dissanayake, Bhanuka; Dissabandara, Lakal
Titel	Dissection in the Modern Medical Curriculum: An Exploration into Student Perception and Adaptions for the Future
Quelle	In: Anatomical Sciences Education, 13 (2020) 3, S.366-380 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dissabandara, Lakal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1905
Schlagwörter	Medical Education; Laboratory Procedures; Anatomy; Student Attitudes; Medical Students; Learning Experience; Active Learning; Teaching Methods; Instructional Innovation; Clinical Experience + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Laboruntersuchung; Anatomie; Schülerverhalten; Lernerfahrung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation
Abstract	For centuries cadaveric dissection has been a cornerstone of medical anatomy education. However, time and financial limitations in modern, compressed medical curricula, coupled with the abundance of alternate modalities, have raised questions about the role of dissection. This study was designed to explore student perceptions of the efficacy of a dissection program for learning musculoskeletal anatomy, and possible adaptations for appropriate inclusion of dissection in the modern medical curricula. A paper-based questionnaire was used to collect data from 174 medical students after completion of cadaveric dissections. Data were analyzed using both quantitative and qualitative methods. Students strongly believed that cadaver-based learning is essential to anatomy education and modern teaching modalities only complement this. Moreover, most students reported that dissection provided an additional, immersive learning experience that facilitated active learning and helped in developing manual competencies. Students with previous dissection experience or an interest in anatomy-related specialties were significantly more likely to attend dissection sessions. Students found that the procedural dissection components enhanced the knowledge of applied anatomy and is beneficial for the development of clinical skills. They welcomed the idea of implementing more procedure-based dissections alongside lectures and prosections-based practical (PBP) sessions. Cadaveric dissection plays an integral role in medical anatomy education. Time restraints and an increased focus on clinical significance, however, demand carefully considered adaptations of existing dissection protocols. The introduction of procedure-based dissection offers an innovative, highly engaging and clinically relevant package that would amalgamate skills essential to medical practice while retaining the benefits that have allowed dissection to stand the test of time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01