Effective use of cadavers in a fully‐integrated systems‐based pre‐clinical curriculum

Many programs have struggled with how to sustain a cadaver‐based anatomy course within a pre‐clinical curriculum organized by body systems rather than by subject disciplines. Efficient use of cadavers across a two year time span and effective dissection exercises in the context of systems‐based learning are two challenges. Space and financial pressures exacerbate the difficulty of maintaining a full dissection schedule and 5:1 student:cadaver ratios. Our vertically‐integrated systems‐based curriculum is designed to preserve more than 90 hours of anatomy laboratory contact as well as five‐student teams. Each student group fully dissects a cadaver over a two‐year pre‐clinical period. To avoid overextended use of the cadaver, each cadaver is fully dissected within a single academic year by carefully aligning the first and second year systems courses in the calendar. Some traditional regions of dissection, such as the thorax, match the learning objectives of respiratory and cardiovascular systems courses with little adaptation. Others, such as the head and neck, require substantial modification to be effectively embedded within separate neurology and musculoskeletal courses. To the extent that a curriculum is designed around competencies and is delivered increasingly in small‐group or reduced‐hour formats, committing to 90 hours of cadaver contact requires that the experience involve more than just the traditional dissection exercises. Prudent use of peer‐instruction, multi‐media, and exercises that build professionalism add value and meaning for the students.