Hysterectomy with stage‐4 vaginal prolapse in a medical gross anatomy lab: a valuable learning enhancement provided by anomaly

Use of cadavers in teaching basic and clinical anatomy and embryology to medical students is a time‐honored and nearly universal practice. Unexpected discoveries of anomalies and clinical interventions in cadaveric remains in the anatomy lab serve to facilitate the learning experience of students. Moreover, facilitated learning in this theatre extends beyond medical gross anatomy and into topics such as empathy, patient issues, care‐giver responsibility and others. The authors present an unusual case of hysterectomy followed by stage‐4 vaginal prolapse with complete eversion and extrusion through the vaginal orifice and containing a rectocele. This unfortunate anomaly found in the remains of an 89 year‐old woman proved to be extraordinarily instructive as well as motivating to students learning the complexities of female reproductive anatomy. Cadaver‐based gross anatomy has and continues to provide truly three‐dimensional and dissective opportunities to learn normal, clinical and anomalous anatomy of the human body. The authors contend that the presented example and other anomalous findings in the anatomy lab serve to enhance student learning, empathy and awareness regarding clinical presentation and caregiver roles in patient care. We further contend that such personal opportunities are unparalleled in non‐dissective (i.e., electronic) theatres of anatomical instruction. Grant Funding Source : SIU‐SOM