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Educational Outcomes of Implementing Prosected Hands and Feet as Educational Tools in a Traditionally Full Dissection Medical Gross Anatomy Laboratory
Author(s) -
Williams Sutton Ross,
Sinning Allan,
Notebaert Andrew,
Darling Ryan
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.782.6
Subject(s) - gross anatomy , dissection (medical) , disadvantage , medical education , significant difference , class (philosophy) , medical school , foot (prosody) , mathematics education , psychology , medicine , computer science , anatomy , artificial intelligence , linguistics , philosophy
The purpose of this study is to determine if replacing full dissection of hands and feet with the use of prosected hands and feet has effects on exam performance for first year medical students enrolled in medical gross anatomy. Comparisons examining the difference in performance on practical exam questions pertaining to the hands and feet dependent on how the students learned the structures were made between two academic years. The students enrolled in the course in 2014 learned these structures from active dissection while those enrolled in the course in 2015 learned these structures from prosected specimens. Within subjects comparisons were also made between the 2015 first year medical student's performance on practical exam questions based upon if they learned the structure via active dissection or through the use of prosected specimens. ANOVA tests were used to identify if student performance on practical exam questions demonstrated significant differences dependent on how students learned the structures. Initial analyses indicates that there is no statistical difference between class years in performance on practical exam questions. Additional analyses will examine the differences in performance on structures of the sole of the foot and the within subject comparisons upon completion of the course. Based upon the initial findings, these students do not appear to be at a disadvantage in exam performance based upon the method in which they learn hand structures.