Cadaveric dissection and changing perceptions in learning anatomy

TY - JOUR

T1 - Cadaveric dissection and changing perceptions in learning anatomy

AU - Changmai, Manah

AU - Gohain, Kastury

N1 - Publisher Copyright: © 2019 Wolters Kluwer Medknow Publications. All rights reserved. This article is available under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike License (CC BY-NC-SA), which permits non-commercial use, distribution and reproduction in any medium, provided the original work is properly cited.

PY - 2020/7/16

Y1 - 2020/7/16

N2 - Background: An insight of human anatomy is achieved by imparting knowledge through different models and cadavers. Students experience the reality of the human body through dissection. The present study is conducted to know the perception and importance of cadaveric dissection among students in learning anatomy. Methodology: A total of 115 students participated in this study. A closed-structured questionnaire was used to collect the data from the 1styear Bachelor of Medicine and Bachelor of Surgery students in the International Medical School, Management and Science University, Shah Alam, Malaysia. A descriptive analysis was performed to determine the mean, frequency, and variance. The percentages of the calculated variable were measured by ANOVA, and the significance level is compared with Fisher's test. The analysis of the collected data was performed using SPSS version 23 with a statistical significance of P < 0.05. Results: The results indicated no gender difference in opinions concerning dissection between majority of students. However, there is a belief among students that demonstrations of specimen are equally important as performing dissection. Conclusion: The breakthrough in technology in teaching-learning methodology in medicine diversified the student's perception in learning anatomy. The final result demonstrated conflicting opinion between students agreeing dissection as the only catalyst to learn anatomy.

AB - Background: An insight of human anatomy is achieved by imparting knowledge through different models and cadavers. Students experience the reality of the human body through dissection. The present study is conducted to know the perception and importance of cadaveric dissection among students in learning anatomy. Methodology: A total of 115 students participated in this study. A closed-structured questionnaire was used to collect the data from the 1styear Bachelor of Medicine and Bachelor of Surgery students in the International Medical School, Management and Science University, Shah Alam, Malaysia. A descriptive analysis was performed to determine the mean, frequency, and variance. The percentages of the calculated variable were measured by ANOVA, and the significance level is compared with Fisher's test. The analysis of the collected data was performed using SPSS version 23 with a statistical significance of P < 0.05. Results: The results indicated no gender difference in opinions concerning dissection between majority of students. However, there is a belief among students that demonstrations of specimen are equally important as performing dissection. Conclusion: The breakthrough in technology in teaching-learning methodology in medicine diversified the student's perception in learning anatomy. The final result demonstrated conflicting opinion between students agreeing dissection as the only catalyst to learn anatomy.

KW - Anatomy

KW - cadavers

KW - dissection

KW - knowledge

KW - student's perception

UR - https://www.scopus.com/pages/publications/85089121182

UR - http://www.journaldmims.com/article.asp?issn=0974-3901;year=2019;volume=14;issue=4;spage=365;epage=369;aulast=Changmai#:~:text=The%20perception%20of%20human%20anatomy,the%20human%20body%20through%20dissection

U2 - 10.4103/jdmimsu.jdmimsu_49_18

DO - 10.4103/jdmimsu.jdmimsu_49_18

M3 - Article

AN - SCOPUS:85089121182

SN - 0974-3901

VL - 14

SP - 365

EP - 369

JO - Journal of Datta Meghe Institute of Medical Sciences University

JF - Journal of Datta Meghe Institute of Medical Sciences University

IS - 4

ER -