Is cadaveric dissection vital in anatomy education? Perceptions of 1st and 2nd year medical students

P. Mwachaka, H. Saidi, Pamela Mandela
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引用次数: 4

Abstract

Introduction: The use of innovative ways of teaching anatomy as well as shortage of cadavers for dissection have raised questions as to whether dissection should continue to be used in teaching anatomy. This study aimed to assess the views of medical and dental students on the importance of dissection in learning gross anatomy, and whether they would prefer other ways of learning anatomy instead of cadaveric dissection. Materials and Methods: First- and second-year students enrolled at the University of Nairobi (Kenya) were asked to fill an online questionnaire. Data gathered were analyzed using Statistical Package for Social Sciences. Results: Ninety-eight (83 medical and 15 dental) students participated in the study. All students agreed dissection was useful in learning anatomy. Up to 95.2% of medical and 86.7% of dental students favored dissection. Most students strongly agreed or agreed that dissection helped them to develop three-dimensional (3D) awareness of the human body (94.9%), work as a team (89.8%), learn medical terminology (85.7%), and learn how to use basic surgical instruments (80.6%). Dissection was preferred to use of 3D models, prosected specimens, computer-aided learning techniques, or modern imaging techniques by 63.3%, 60.3%, 37.7%, and 34.4% of the students, respectively. Conclusion: Dissection is an important resource for learning anatomy. Other teaching techniques should be used to supplement dissection rather than replace it.
尸体解剖在解剖学教育中重要吗?一年级和二年级医学生的认知
摘要:解剖学教学方式的创新以及解剖用尸体的短缺,对解剖在解剖学教学中是否应该继续使用提出了质疑。本研究旨在评估医、牙学生对解剖在学习大体解剖中的重要性的看法,以及他们是否更愿意以其他方式学习解剖而不是尸体解剖。材料和方法:在内罗毕大学(肯尼亚)注册的一年级和二年级学生被要求填写一份在线问卷。收集的数据使用社会科学统计软件包进行分析。结果:98名学生(医学83名,牙科15名)参与研究。所有学生都同意解剖对学习解剖学是有用的。95.2%的医科学生和86.7%的牙科学生赞成解剖。大多数学生强烈同意或同意解剖有助于他们建立人体三维(3D)意识(94.9%),团队合作(89.8%),学习医学术语(85.7%)和学习基本手术器械的使用(80.6%)。分别有63.3%、60.3%、37.7%和34.4%的学生倾向于使用三维模型、检出标本、计算机辅助学习技术或现代成像技术进行解剖。结论:解剖是学习解剖学的重要资源。其他教学方法应作为解剖的补充而不是替代。
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