Learning Beyond the Basics of Cadaveric Dissection: a Qualitative Analysis of Non-academic Learning in Anatomy Education
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ORIGINAL RESEARCH
Learning Beyond the Basics of Cadaveric Dissection: a Qualitative Analysis of Non-academic Learning in Anatomy Education Erin Parker 1
&
Virginia Randall 2
Accepted: 27 October 2020 # This is a U.S. government work and not under copyright protection in the U.S.; foreign copyright protection may apply 2020
Abstract Rapidly advancing technologies have undeniably altered how medical education is taught; the anatomy lab is no exception. With a recent shift away from traditional cadaveric dissection and towards technology-based learning methods, medical educators are left wondering what students learn beyond the basics of anatomy during their course of human dissection. Especially considering the recent dramatic changes to the way medical education is conducted in the new era of a global pandemic, we must ensure students are not missing learning experiences that are critical to their development as future physicians. What are students gaining from cadaveric dissection that they otherwise could not gain from technology-based learning alone? Thematic qualitative analysis was used to review surveys collected from four anatomy classes over a two-year period; line-by-line coding of the surveys was then arranged into themes representative of specific learning experiences gained uniquely from human dissection. These themes demonstrated evidence of professional identity formation, self-reflection, and building teamwork skills; importantly, many students demonstrated a shift in thinking about their cadaver as less of a tool and more of a patient, which allowed them to generalize their experience in lab towards their future careers in medicine. These unique learning experiences cannot be replicated with technology-based learning alone. While cadaveric dissection may play a smaller role in the future of medical education, we must ensure we continue to provide students with learning experiences that are critical to their development as medical providers, especially if these experiences go beyond the anatomy basics. Keywords Cadaver dissection . Qualitative analysis . Gross anatomy education . Medical education . Non-academic learning
Background Advancements in technology over the last decade have left many questioning whether traditional cadaveric dissection is worth the time, effort, and cost it presents to medical schools. We use the umbrella term of technology-based learning methods to refer to any teaching methods based on virtual/ visualization technologies in place of traditional cadaveric dissection; we use the term distance-learning to refer to any form of anatomy education not taking place physically at the student’s learning institution. Previous research has suggested
* Erin Parker
1
School of Medicine Class of 2021, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
2
Associate Professor of Pediatrics, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
that when student learning is based primarily on the outcome of exam performance, students using t
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