AVAILABLE CHOICES for STUDYING ANATOMY AND FACTORS AFFECTING UNIFORM LEARNING IN DISSECTION

OBJECTIVE: To compare the use of available choices for studying anatomy and factors affecting uniform learning in dissection. STUDY DESIGN: An observational study PLACE AND DURATION: Islamic International Medical College Rawalpindi. The study was conducted during 1st March 2011-31st March 2012. METHODOLOGY: Questionnaires were completed by one of the authors. 90 students from first year MBBS of medical college2011 were included in the study. They were labeled as group 1 and 2 respectively. Each group comprised 45 students. RESULTS: When group II was compared with group I; 28 students of group II were involved in dissection as compared to group1in which 32 students performed dissection.10 students of group II were interested in prosecuted materials and 03 spent their time in studying models. There was no statistically significant difference among the two groups. Individual variability in dissection activity was very high: time devoted to active dissection ranged from 0% to 82% of daily course time within the same group. Only one teacher and one body were available for dissection. The teachers of group I were more involved in learning of students as compared to group II. CONCLUSION: The available choices for studying anatomy are dissection, prosection and models. The attitude of teachers as well as students is important in order to produce a uniform learning in dissection.

[1]  Samy A. Azer,et al.  Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students , 2007, Surgical and Radiologic Anatomy.

[2]  Desalegn Tegabu,et al.  Medical Students' Attitudinal Changes Towards Cadaver Dissection: A Longitudinal Study , 2012, Ethiopian journal of health sciences.

[3]  A. Winkelmann,et al.  Cadavers as teachers: the dissecting room experience in Thailand , 2004, BMJ : British Medical Journal.

[4]  Seok Hoon Kang,et al.  The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory , 2012, Anatomical sciences education.

[5]  D. Atighetchi.  Islamic Bioethics: Problems and Perspectives , 2006 .

[6]  A. Winkelmann,et al.  Anatomical dissection as a teaching method in medical school: a review of the evidence , 2007, Medical education.

[7]  H. Lempp,et al.  Perceptions of dissection by students in one medical school: beyond learning about anatomy. A qualitative study , 2005, Medical education.

[8]  J Older,et al.  Anatomy: a must for teaching the next generation. , 2004, The surgeon : journal of the Royal Colleges of Surgeons of Edinburgh and Ireland.

[9]  Lawrence J Rizzolo,et al.  Should we continue teaching anatomy by dissection when ...? , 2006, Anatomical record. Part B, New anatomist.

[10]  James H. Johnson,et al.  Importance of dissection in learning anatomy: Personal dissection versus peer teaching , 2002, Clinical anatomy.

[11]  R. Pabst.  Modern macroscopic anatomy—more than just cadaver dissection , 2002, The Anatomical record.

[12]  L. Parker.  Anatomical dissection: Why are we cutting it out? Dissection in undergraduate teaching , 2002, ANZ journal of surgery.