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Dissection is the future. Or is it?
Author(s) -
Pickering James
Publication year - 2019
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.2019.33.1_supplement.84.1
Subject(s) - context (archaeology) , curriculum , health care , scholarship , healthcare delivery , dissection (medical) , medical education , work (physics) , engineering ethics , medicine , psychology , pedagogy , political science , anatomy , engineering , biology , paleontology , mechanical engineering , law
The use of dissection as an effective modality to teaching anatomy to healthcare professions is longstanding, with the debate about its necessity and role sometimes appearing to have been going on for even longer. Recently, this debate has returned to the educational landscape due to the increasing level of anatomy education scholarship underway that is morphing the field of anatomy education from one of pure delivery to evidence‐based curriculum design. However, how do we make decisions on our curriculum delivery, what informs our decision making processes? Traditionally, the approach would be to use the established evidence‐base to justify decisions and implement changes that are supported by literature, but is this really the best way? Although this approach may work within other scientific fields, education delivery is complex with multiple factors, such as cohort mix, technology, logistical arrangements, and timetable availability. Moreover, there is also the societal context in which our students will be entering and the changes in healthcare systems that await them as healthcare professionals. Within this context is teaching anatomy primarily through dissection, to undifferentiated healthcare students, the most effective and efficient approach? This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .