Using Cadaveric Imaging to Augment Gross Anatomy Education in the Dissection Laboratory

Historically, cadaver dissection has been used in conjunction with lecture‐based content delivery in gross anatomy. As radiologic modalities evolve into an integral tool in discovery, diagnosis, and treatment of medical disease, they also have become useful in teaching anatomy. This methodology has proven to be helpful in teaching the 3‐D relationships within the body, and has even begun to supplant the use of cadavers at some medical schools. Literature concerning the use of radiologic scans of cadavers being dissected in the laboratory is scarce. There is no evidence regarding the outcome of using modalities such as CT or MRI to scan cadavers, or the use of these cadaver specific scans in conjunction with dissection. The two objectives of this study are to incorporate radiological images, including CT and MRI, of cadavers being dissected in lab as a supplemental teaching tool, and to introduce radiology to medical students earlier in medical school. Six cadavers received whole body CT scanning at BUMC at 1mm increments, yielding multi‐planar sections for each cadaver. Images were transferred to computers in the gross lab, giving students access to each cadaver's scans from head to toe. The MRI component of the study was completed with the use of the Boston University Center for Biomedical Imaging MRI, and these images were used in conjunction with the CT images. Students participating in this study are also completing computer based learning modules related to these multi‐planar scans. The modules are exercises that test the students ability to interpret the radiological images, as well as secondary questions addressing the anatomical structures underlying the images. Students that were introduced to the supplemental radiologic images will be followed over their remaining years in medical school to determine the effectiveness of using image datasets from the actual cadavers being dissected. Postmortem imaging has some drawbacks, but initial findings indicate exposure to radiological imaging early in medical education helps students develop stronger 3‐D awareness of anatomical structures.