An intensive anatomy by whole‐body dissection elective: A longitudinal study
Whole body dissection, once a long‐held method of learning and teaching in anatomy medical education, has largely been replaced by cost and time‐reduced methods of teaching.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 eigh...
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| Veröffentlicht in: | Clinical anatomy (New York, N.Y.) N.Y.), 2022-07, Vol.35 (5), p.550-559 |
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| creator | Burgess, Annette W. Luscombe, Georgina M. Ramsey‐Stewart, George |
| description | Whole body dissection, once a long‐held method of learning and teaching in anatomy medical education, has largely been replaced by cost and time‐reduced methods of teaching.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 eight‐week elective anatomy by whole body dissection (AWBD) courses implemented between 2010 and 2015, utilizing 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 standardized 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 1 month after the course ended. A further 71 students were assessed 7 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 |
| doi_str_mv | 10.1002/ca.23861 |
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This paper reports on a longitudinal study of student knowledge acquisition and retention, following six annual intensive eight‐week elective anatomy by whole body dissection (AWBD) courses implemented between 2010 and 2015, utilizing 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 standardized 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 1 month after the course ended. A further 71 students were assessed 7 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 1 month after the course ended showed no significant statistical change. The assessments for the further 71 students assessed 7 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.</description><identifier>ISSN: 0897-3806</identifier><identifier>EISSN: 1098-2353</identifier><identifier>DOI: 10.1002/ca.23861</identifier><identifier>PMID: 35368123</identifier><language>eng</language><publisher>Hoboken, USA: John Wiley & Sons, Inc</publisher><subject>Anatomy ; anatomy by whole body dissection ; Assessments ; Communication ; Communications ; Curricula ; Dissection ; Knowledge acquisition ; Learning ; Longitudinal studies ; medicine ; Statistical analysis ; Students ; surgery ; Teaching methods ; team‐based learning</subject><ispartof>Clinical anatomy (New York, N.Y.), 2022-07, Vol.35 (5), p.550-559</ispartof><rights>2022 The Authors. published by Wiley Periodicals LLC on behalf of American Association for Clinical Anatomists and the British Association for Clinical Anatomists.</rights><rights>2022 The Authors. Clinical Anatomy published by Wiley Periodicals LLC on behalf of American Association for Clinical Anatomists and the British Association for Clinical Anatomists.</rights><rights>2022. This article is published under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). 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This paper reports on a longitudinal study of student knowledge acquisition and retention, following six annual intensive eight‐week elective anatomy by whole body dissection (AWBD) courses implemented between 2010 and 2015, utilizing 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 standardized 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 1 month after the course ended. A further 71 students were assessed 7 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 1 month after the course ended showed no significant statistical change. The assessments for the further 71 students assessed 7 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. 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| ispartof | Clinical anatomy (New York, N.Y.), 2022-07, Vol.35 (5), p.550-559 |
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| subjects | Anatomy anatomy by whole body dissection Assessments Communication Communications Curricula Dissection Knowledge acquisition Learning Longitudinal studies medicine Statistical analysis Students surgery Teaching methods team‐based learning |
| title | An intensive anatomy by whole‐body dissection elective: A longitudinal study |
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