Premium
The Best of Two Worlds: Combined Prosection and Dissection in a Clinical‐anatomy Enhanced Medical Anatomy Lab
Author(s) -
Viscomi Natalie S.,
Li ChengShu,
Sarko Diana,
Huang Anthony,
Clough Richard W.
Publication year - 2018
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.2018.32.1_supplement.633.9
Subject(s) - dissection (medical) , curriculum , gross anatomy , anatomy , medicine , class (philosophy) , medical education , psychology , computer science , artificial intelligence , pedagogy
Medical and other health science students are provided a unique theatre in the anatomy lab, to dissect, reflect upon and discover normal anatomy, anomalous variations, disease or trauma‐induced disruptions, and often times, pre‐mortem clinical interventions as exist in modern humankind. This highly effective learning activity is becoming temporally less practical. With diminished time available for cadaveric dissection, alternative approaches have become more common: i.e., prosection‐only approaches, digital/electronic anatomy, discovery using plastinates, and others. Accepting the reality of more limited time, but still appreciating the beneficial attributes of dissection, on many levels, we launched a new approach in our anatomy curriculum. In its inaugural year, we have proceeded to hemi‐dissect each of the student group cadavers such that when the students come into the lab to dissect, the alternate side of their cadaver is already prosected. As such, students have a ready consult at their station that shows them what to strive for as they dissect the side contralateral to the prosection. This gives the students more time to be more careful on their side and gives them an unparalleled and timely opportunity to “learn” from the prosection while dissecting the alternate side (rather than “standing around” while some dissect and others don't). This has proven to be wildly popular for this year's class. Moreover, this has proven to shave dissection time from the calendar, make more efficient the dissection experience for the students, and to actually ease the burden on faculty with regards to “teaching”. For example, “teaching” can commence nearly immediately in any given lab session and while the “student dissectors” are working their hemi‐dissection. This approach markedly increases the temporal efficiency of dissecting while preserving the tangible and more intangible attributes of cadaveric dissection. Support or Funding Information Supported by SIU School of Medicine This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .