Are Corpses the Best Method for Practical Anatomy Assessment, According to Health Course Students?

The aim of this study was to evaluate the student's conception in reference to the teaching materials used for the practical assessment of the discipline of Human Anatomy. The study was quantitative and qualitative, exploratory and descriptive. The materials were industrialized synthetic anatomical models, models made of inexpensive material by students, human cadaveric material, photocopied images and software. The study included 97 students, who after analysis indicated cadaveric materials (35%) as the best educational tool to be applied for the practical assessments of Anatomy. The photocopied images (3%) were the material with which the students presented greater difficulty. The content analysis of the discursive questions showed 5 factors in learning Human Anatomy: little time per table; difficulty in identifying, locating and memorization of anatomical structures; the quality of material used; comparing these materials; and cadaveric material. The study proved to be relevant for the evolution of teaching quality, in addition to the cadaveric material as the best tool to be used in practical assessments of Human Anatomy. We suggest the use of this material the more frequent, in laboratories that have the same materials as analyzed here, because the corpse can never be substituted in teaching and learning of Anatomy.

[1]  Rodrigo Moreira Arruda,et al.  Aproveitamento teórico-prático da disciplina anatomia humana do curso de fisioterapia , 2014 .

[2]  P. Regina,et al.  Método didático aplicado ao ensino da anatomia humana , 2010 .

[3]  D. Smink,et al.  A Cadaveric Procedural Anatomy Course Enhances Operative Competence , 2016, The Journal of surgical research.

[5]  A. Khurana,et al.  The anatomy of anatomy: A review for its modernization , 2010, Anatomical sciences education.

[6]  M. Silva,et al.  Percepções Acadêmicas sobre o Ensino e a Aprendizagem em Anatomia Humana , 2015 .

[7]  Tereza Cristina Orlando,et al.  PLANEJAMENTO, MONTAGEM E APLICAÇÃO DE MODELOS DIDÁTICOS PARA ABORDAGEM DE BIOLOGIA CELULAR E MOLECULAR NO ENSINO MÉDIO POR GRADUANDOS DE CIÊNCIAS BIOLÓGICAS , 2009 .

[8]  F. García-Hernández.  EVALUACIÓN DEL APRENDIZAJE PRÁCTICO DE LA ANATOMÍA HUMANA PARA ODONTOLOGÍA EN LA UNIVERSIDAD DE ANTOFAGASTA, CHILE , 2003 .

[9]  Cary J. Roseth,et al.  Human cadavers Vs. multimedia simulation: A study of student learning in anatomy , 2014, Anatomical sciences education.

[10]  M. Cória-Sabini,et al.  Ensinar e aprender: saberes e práticas de professores de anatomia humana , 2003 .

[11]  Modelo pélvico sintético como uma ferramenta didática efetiva comparada à pelve cadavérica , 2011 .

[12]  Bipasha Choudhury,et al.  Virtual reality anatomy: Is it comparable with traditional methods in the teaching of human forearm musculoskeletal anatomy? , 2011, Anatomical sciences education.

[13]  Anne Patry,et al.  The development of interactive online learning tools for the study of Anatomy , 2008, Medical teacher.

[14]  Tales Alexandre Aversi-Ferreira,et al.  Estudo de neurofisiologia associado com modelos tridimensionais construídos durante o aprendizado , 2008 .

[15]  Wolff‐Michael Roth,et al.  Photographs in lectures: Gestures as meaning-making resources , 2004 .

[16]  J. J. Criado-Álvarez,et al.  Emociones frente a la disección anatómica en el Grado en Logopedia , 2016 .

[17]  C. Ambrósio,et al.  Uso da glicerina para a substituição do formaldeído na conservação de peças anatômicas , 2016 .

[18]  Carla Cabral dos Santos Accioly Lins,et al.  O cadáver no ensino da anatomia humana: uma visão metodológica e bioética , 2012 .

[19]  João Lopes Toledo Neto,et al.  THE IMPORTANCE OF ANATOMY PRACTICE, USING CADAVERS AND NEW TECHNOLOGIES IN UNDERGRADUATE BIOLOGICAL SCIENCE AND NURSING COURSES. La importancia de la práctica anatomía, el uso del cadáver y nuevas tecnologías en los cursos de biologia y de enfemería , 2016 .

[20]  Stefanie M Attardi,et al.  Design and implementation of an online systemic human anatomy course with laboratory , 2015, Anatomical sciences education.

[21]  Yasmin de Oliveira Martins,et al.  [Analysis of anatomical pieces preservation with polyester resin for human anatomy study]. , 2013, Revista do Colegio Brasileiro de Cirurgioes.

[22]  B. Pérez,et al.  SUGERENCIAS ACERCA DEL PROCESO DE ENSEÑANZA-APRENDIZAJE EN ANATOMIA HUMANA , 1998 .

[23]  Samy A. Azer,et al.  3D Anatomy Models and Impact on Learning: A Review of the Quality of the Literature , 2016 .

[24]  De Souza Minayo,et al.  O desafio do conhecimento. Pesquisa qualitativa em saúde , 2008 .

[25]  P. Schwingel,et al.  NEUROANATOMICAL STRUCTURES MANUFACTURE: AN ALTERNATIVE IN THE PRACTICAL TEACHING OF NEUROANATOMY , 2016 .

[26]  Borges de Meneses,et al.  Morfologia da morfologia humana , 2010 .

[27]  D. Pais,et al.  Improvement of the embalming perfusion method: the innovation and the results by light and scanning electron microscopy. , 2013, Acta medica portuguesa.

[28]  C. Gil,et al.  Novas tecnologias aplicadas ao ensino da Anatomia Humana , 2003 .

[29]  C. E. Seyfert,et al.  Desafio anatômico: uma metodologia capaz de auxiliar no aprendizado de anatomia humana , 2014 .

[30]  Marco Montes,et al.  Estratégia de ensino-aprendizagem de anatomia humana para acadêmicos de medicina , 2010 .

[31]  Erika Collipal Larre,et al.  Estudio de la Anatomía en Cadáver y Modelos Anatómicos: Impresión de los Estudiantes , 2011 .

[32]  Irineu de Sousa Júnior,et al.  Métodos de Ensino-Aprendizagem em Anatomia Humana , 2010 .

[33]  P. Schwingel,et al.  Cadaveric dissection by students-monitors in human anatomy discipline: experience report , 2016 .