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A Refined Study of the Effect of Cadaver Dissection on Written and Practical Gross Anatomy Test Scores
Author(s) -
Olivieri Marion Pace,
Hurley Mary Ida,
Gervasi Megan E,
Olivieri Nina Ruthie,
Rokitka Elizabeth M,
Georger Lesley,
Bistulfi Gaia
Publication year - 2016
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.30.1_supplement.782.10
Subject(s) - gross anatomy , cadaver , dissection (medical) , head and neck , medicine , test (biology) , anatomy , honor , medical education , surgery , computer science , biology , paleontology , operating system
Since 2010, over 425 Italian medical students participated in D'Youville College's (DYC's) Giovanni Mazzotti Anatomy Conference (GMAC), named in honor of the late president of the Medical School of Bologna and the Italian Anatomy Society. In Italy, students rarely dissect cadavers. Instead, models, drawings, and computer‐generated images are utilized. Conference participants were selected by their professors at their corresponding Italian medical universities for their excellent anatomy competency and proficiency in English. After careful review of the previous five years of data from similar populations, modifications were made to improve data collection and validate results. For this analysis, the written examinations were scrutinized by faculty in the US and Italy for proper word choice and grammar. Exams were available to each student in both English and Italian. The written exams were identical for pre‐ and post‐testing. The practical exams contained identical content for pre‐ and post‐testing, utilizing different cadavers and a re‐arrangement of question order. Results, including scores, were only provided to the students after completion of the conference. Data analysis focused on comparing learning in three specific areas comprising V (viscera), H (head and neck) and E (extremities). After ~100 hours of available laboratory time, pre‐ and post‐examination results were compared. On average, a significant improvement was observed in individual written exam scores by 9% (n=60; p<0.001), practical knowledge scores increased 23% (n=60; p<0.001) with combined anatomical knowledge scores averaging a 16% increase (n=60; p<0.001). Overall, the cadaver dissection experience increased the practical as well as theoretical knowledge of these elite high performing medical students. We expect this collaboration to continue providing a more comprehensive analysis. We thank Todd Stevens and Russ Gullekson for their work with the Italian students in the anatomy laboratory. We also thank our collaborators, Professors Falconi & Manzoli (U of Bologna), Zecchi & Orlandini (U of Florence), Papa (U of Naples), Nori (U of Salerno), Sette (Rome's Tor Vergata) and Forni (U of Pisa). Support or Funding Information Supported by the GMAC and approved through the IRB of DYC.