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A Fresh Look at Anatomy of the Body Cavities
Author(s) -
Metten Shelley,
Trelease Bob,
Guiton Gretchen+
Publication year - 2006
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.20.5.a875-a
Subject(s) - cadaver , anatomy , medicine , curriculum , gross anatomy , presentation (obstetrics) , surgery , psychology , pedagogy
The glistening, colorful, compressible viscera in an unembalmed cadaver fascinate and inspire first year medical students. Using a fresh cadaver to introduce students to a body cavity can allow a comprehensive survey of important anatomical concepts in the most realistic presentation, but it provides a unique challenge for anatomists who must integrate content into a system‐based medical school curriculum. For the last two years, we have studied the use of unembalmed cadavers for teaching abdominopelvic anatomy. In multiple 2‐hour sessions, 150 first year medical students worked in groups of 12 to complete exercises exploring the abdominopelvic cavity. They were encouraged to manipulate the organs and to explore freely. Clinicians also guided students in performing female pelvic examinations with the abdominal wall open so they could see where their fingers were placed. At the conclusion of the laboratory exercises, the students were asked to assess their experiences by completing a structured questionnaire. A majority of students reported that the experience enhanced their understanding of female reproductive anatomy and that there was ample time for comprehensive study of the region. Students also variably reported better understanding of bowel appearance and spatial relations of female reproductive structures, and cited the life‐like colors and textures of other organs. Overall, student responses supported using unembalmed cadavers for introducing the anatomy of body cavities. Unembalmed cadavers were also used this year to introduce thoracic anatomy. Demonstrations of Swan‐Ganz catheter placement and cardiac biopsy provided practical applications of anatomical knowledge to enhance the learning experience.