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Theme: 5BB Team Based Learning/Learning anatomy			Currently nan/5 1 1 2 2 3 3 4 4 5 5 Rating: nan/5 (0 votes cast)

Importance of dissections in our anatomy curriculum Is it about details or concepts?

Authors:

Suvi Viranta-Kovanen
Heikki Hervonen -

Institutions:

University of Helsinki - Anatomy - Finland

Background

Growded gross anatomy labs, frustrated students.

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Summary of Work

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Summary of Results

Importance of reflecting vs. doing for learning anatomy in the gross lab. Each student represented by a dot, y-axis is a linear scale.

5 % of students felt they learnt best when just observing the dissection

10 % felt their mainly learnt by dissecting themselves

54 % felt that all roles promoted learning

100 % thought that dissection helped them to learn anatomy as a whole and understand anatomical concepts.

42 % thought dissection was very helpful for learning details.

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Conclusion

Different learners benefit from dissections.

The opportunity to reflect their knowledge and gain confidence is as important as the opportunity to cut apart.

Acknowledgement

We thank all the students who participated in this research. The Teachers' Academy University of Helsinki is acknowledged for financial support.

References

Johnson, J.H. 2002. Importance of dissection in learning anatomy: personal dissection versus peer teaching. Clinical anatomy 15:38-44.

Azer, S.A., Eizenberg, N. 2007. Do we need dissection in an integrated problem-based learning medical course? Perceptions of first and second-year students. Surg Radiol Anat 29: 173-180.

Summary of Work

Johnson showed that dissection (over peer teaching) enhanced student confidence on the region. Study by Azer and Eizenberg also suggest that dissection deepend the anatomical understanding in a PBL-curriculum.

We used visual analog (continuous) scale to ask to analyze if students view the performing the dissection or the opportunity to reflect around the cadaver more important.

We also how students felt they benefitted from the different roles in the dissection lab.

Summary of Results

Statistics: reflecting vs. doing. In average, the students felt that reflecting their growing anatomy knowledge aroung the cadaver, was a important for their learning as performing the actual dissection.

N of students	Average	St dev b/n years	Maximum	Minimum
158	49.7	4.9	86 %	4.9 %

Being a dissector was viewed as the most beneficial role for learning. Working as the dissector's assistant was seen as the second most helpful. However, some students felt that they learnt best when just observing the procedure.