Can The Dead Teach The Living ? - Cadaveric Dissection In Medical Curriculum.
An The Dead Teach The Living ?
DOI:
https://doi.org/10.70284/njirm.v4i4.2215Keywords:
Dissection curriculum, Anatomy , MBBS courseAbstract
Introduction: Anatomy is the basic subject in the medical curriculum. It deals with the structure of the human body. The study of anatomy enables the student the perfect knowledge of the structural details of the body. From days on anatomy subject is studied by the dissection of the cadavers. The dissected cadavers remain the most powerful means of presenting and learning anatomy. But in the present curriculum because of time, cultural changes , scientific progress, and availability of the cadavers the role of dissection is been declined. Method : A study is done to prove the importance of dissection by giving a questionnaire to a group of 100 people including undergraduates, post graduates and practising doctors of different speciality, super speciality departments. The results are compared with the previous studies and the conclusions are given. Conclusion: instructors are recommended to adequately prepare students mentally and emotionally before the commencement of the dissection session for an exciting and stress free anatomy learning though dissection.
References
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videoclips to improve theoretical anatomy teaching. Eur . J . Anat. 2004; 8: 143–6.
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27. Marks S. The role of three –dimensional information in health care and medical education: The implications for anatomy and dissection. Clin Anat, 2000; 13: 448-52
2. Darda DM . Observations by a university anatomy teacher and a suggestion for curricular change: integrative anatomy for undergraduates. Anat Sci Educ. 2010; 3(2): 73-6.
3. Stimec B V, Draskic M, Fasel J H .Med Sci Law. Cadaver procurement for anatomy teaching: legislative challenges in a transition- related environment. 2010; 50(1) : 45-9
4. Vani NI .Safety and ethical issues of bare hand cadaver dissection by medical students. Indian J Med Ethics, 2010 ; 7(2): 124-5.
5. Lufler RS, Zumwalt AC, Romney CA, Hoagland TM. Incorporating radiology into medical gross anatomy : does the use of cadaver CT scans improve students' academic performance in anatomy? Anat Sci Educ. 2010 ; 3(2): 56-63.
6. Böckers A, Jerg –Bretzke L, Lamp C, Brinkmann A, Traue HC, Böckers TM.
The gross anatomy course: an analysis of its importance. Anat Sci Educ . 2010; 3(1): 3-11.
7. Talarico EF Jr. A human dissection training program at Indiana University School of Medicine -Northwest. Anat Sci Educ, 2010; 3(2) : 77-82.
8. Canby CA , Bush TA. Humanities in Gross Anatomy Project: a novel humanistic learning tool at Des Moines University. Anat Sci Educ. 2010; 3(2) : 94-6.
9. Petersson H, Sinkvist D, Wang C, Smedby O. Web -based interactive 3D visualization as a tool for improved anatomy learning. Anat Sci Educ. 2009; 2(2): 61-8.
10. Bergman EM , Prince KJ, Drukker J, van der Vleuten CP, Scherpbier AJ. How much anatomy is enough ? Anat Sci Educ. 2008; 1 (4): 184-8.
11. Horst –Werner Korf, Helmut Wicht, Robert L. Snipes, Jean –Pierre Timmermans, Friedrich Paulsen, Gabriele Runeand , Eveline Baumgart -Vogt .The dissection course – necessary and indispensable for teaching anatomy to medical students. Annals of Anatomy , 2008 ; 190 (1) : 16-22
12. Hildebrandt S . Clin Capital punishment and anatomy: history and ethics of an ongoing association. Anat J, 2008 ; 21(1) :5-14.
13. Turney BW. Anatomy in a modern medical curriculum. Ann R Coll Surg Engl . 2007; 89(2): 104–7
14. Azer SA , Eizenberg N . Do we need dissection in an integrated problem –based learning medical course ? Perceptions of first- and second –year students. Surg Radiol Anat. 2007 ; 29(2): 173-80.
15. Prakash , Prabhu L V, Rai R, D'Costa S, Jiji PJ, Singh G. Cadavers as teachers in medical education : knowledge is the ultimate gift of body donors . Singapore Med J, 2007 ; 48 (3): 186-9.
16. Takayanagi M, Sakai M, Ishikawa Y , Murakami K, Kimura A, Kakuta S, Sato F. [Formaldehyde concentrations in thebreathing zone of medical students during gross anatomy laboratory in Toho University ]. Kaibogaku Zasshi, 2007; 82(2) : 45-51.
17. Winkelmann A. Anatomical dissection as a teaching method in medical school : a review of the evidence . Med Educ. 2007 ; 41(1): 15-22.
18. Nicholson DT , Chalk C, Funnell WR, Daniel SJ. Can virtual reality improve anatomy education ? A randomised controlled study of a computer –generated three -dimensional anatomical ear model. Med Educ. 2006; 40(11): 1081-7.
19. Evans DJ, Watt DJ. Provision of anatomical teaching in a new British medical school: getting the right mix. Anat Rec B New Anat, 2005 ; 284 (1 ): 22-7
20. Rodrigo E, Elizondo Omana , Santoz Guzman Lopez. Dissection as a teaching tool- past, present and future. The anatomical record, 2005; 285 B: 11-5
21. Lempp HK. Perceptions of dissection by students in one medical school: beyond learning about anatomy. A qualitative study . Med Educ, 2005; 39: 318–25.
22. Pereira JA, Merı A, Masdeu C, Molina -Toma´ s MC, Martinez- Carrio´ A. Using
videoclips to improve theoretical anatomy teaching. Eur . J . Anat. 2004; 8: 143–6.
23. Pawlina W, Lachman N. Dissection in learning and teaching gross anatomy: rebuttal to McLachlan . Anat Rec (Part B: New Anat) 2004; 281: 9–11.
24. Granger NA. Dissection laboratory is vital to medical gross anatomy education. Anat Rec (Part B: New Anat), 2004; 281: 6–8
25. Ellis H . Medico -legal litigation and its links with surgical anatomy. Surgery .2002; 20: 1-2.
26. Trelease RB, Nieder GL, Dørup J, Schacht Hansen M. Going virtual with Quick Time VR: new methods and standardized tools for interactive dynamic visualization of anatomical structures. Anat Rec, 2000; 261: 64–77.
27. Marks S. The role of three –dimensional information in health care and medical education: The implications for anatomy and dissection. Clin Anat, 2000; 13: 448-52
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Published
2013-08-31
How to Cite
Chandrupatla, M., & Muunnanuri, K. (2013). Can The Dead Teach The Living ? - Cadaveric Dissection In Medical Curriculum.: An The Dead Teach The Living ?. National Journal of Integrated Research in Medicine, 4(4), 100–104. https://doi.org/10.70284/njirm.v4i4.2215
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