Fresh‐frozen cadaveric dissection for medical students using specimens from surgical CME workshops

Many medical schools have reduced, modified, or eliminated cadaveric dissection from their curricula. While the digital anatomy paradigm shift allows educators to reinforce concepts in an integrated, longitudinal manner, some students, especially those pursuing surgical specialties, remain interested in cadaver exposure. These students often practice manual dexterity by suturing on poultry and bovine parts, despite its limited ability to simulate human skin and connective tissues. Fresh‐frozen cadaver represents the highest quality specimen for appreciating anatomy and performing dissection. Unfortunately, student access is often prohibited by cost and lack of embalming limits prolonged use. Aim We sought to augment second‐year medical student anatomy knowledge and teach fundamental surgical principles through an elective experience using fresh‐frozen human cadaver. Methods Surgeons attend continued medical education (CME) workshops with fresh‐frozen specimens to learn advanced operative approaches. Specimens are typically discarded afterwards. Our school’s surgery interest group coordinated with faculty to create a two‐day session focused on head and neck dissection and suturing with fresh‐frozen cadavers leftover from a temporomandibular joint surgery CME workshop. This is a pilot study of an extracurricular supplement at our medical school and was not considered for IRB review. Results This session increased the educational value of donated human specimens. Students highly regarded the event for reinforcing challenging aspects of regional head and neck anatomy. They gained a higher appreciation for tissue planes than afforded by traditional formalin‐preserved cadaver. Dissection and suturing was comparable to what students can expect to encounter in the operating room. All twelve participating students advocated for increasing the size and frequency of these sessions. Formal data collection instruments were not utilized because this was a qualitative pilot experience. Conclusions Fresh‐frozen cadaver can be re‐used by students after surgical workshops for dissection and suturing to ethically gain the most educational value out of donated human specimens. These elective sessions can be dispersed throughout an integrated preclinical curriculum, each focused on a different anatomic region. The tactile experience of working with fresh‐frozen specimens is superior to formalin‐preserved tissues and enhances the education of students interested in the surgical profession.