Clin Anat. 2022 Apr 3. doi: 10.1002/ca.23861. Online ahead of print.
ABSTRACT
Whole body dissection, once a long-held method of learning and teaching in anatomy medical education, has largely been replaced by cost and time-reduced methods of teaching. This paper reports on a longitudinal study of student knowledge acquisition and retention, following six annual intensive seven-week elective anatomy by whole body dissection (AWBD) courses implemented between 2010 to 2015, utilising a modified Team-based learning (TBL) pedagogy. A total of 160 students completed the intensive full-time courses. During each course, students, in groups of five or six, completed the dissection of a whole cadaver. Students were assessed by a standardised practical test involving the accurate identification of 20 different tagged anatomical structures. All students (n=160) completed pre-course and end-course individual assessments. Seventy students were assessed again one month after the course ended. A further 71 students were assessed seven months later. A marked increase in topographical relational anatomical knowledge was demonstrated. The median pre-course score was 9/20 (interquartile range 5). The median end-course score was 19/20 (IQR 2), a statistically significant increase (p < 0.001). The assessments for the 70 students reassessed one month after the course ended showed no significant statistical change. The assessments for the further 71 students assessed seven months later also showed no significant statistical change. The results of this study demonstrate that AWBD, provides significant acquisition and maintenance of three-dimensional regional relational anatomical knowledge. As an elective, AWBD has a place in the medical curricula, particularly for students interested in a surgical or procedural based specialty career. This article is protected by copyright. All rights reserved.
PMID:35368123 | DOI:10.1002/ca.23861