Learning anatomy through Thiel- vs. formalin-embalmed cadavers: Student perceptions of embalming methods and effect on functional anatomy knowledge

Larissa Kennel, David M. A. Martin, Hannah Shaw, Tracey Wilkinson (Lead / Corresponding author)

Research output: Contribution to journalArticle

2 Citations (Scopus)
126 Downloads (Pure)

Abstract

Thiel-embalmed cadavers, which have been adopted for use in anatomy teaching in relatively few universities, show greater flexibility and color retention compared to formalin-embalmed cadavers, properties which might be considered advantageous for anatomy teaching. This study aimed to investigate student attitudes toward the dissection experience with Thiel- compared to formalin/ethanol-embalmed cadavers. It also aimed to determine if one embalming method is more advantageous in terms of learning functional anatomy through the comparison of student anterior forearm functional anatomy knowledge. Student opinions and functional anatomy knowledge were obtained through use of a questionnaire from students at two medical schools, one using Thiel-, and one using more traditional formalin/ethanol-embalmed cadavers. Both the Thiel group and the formalin group of students were surveyed shortly after completing an anterior forearm dissection session. Significant differences (P-values <0.01) in some attitudes were found toward the dissection experience between cohorts using Thiel- vs. formalin-embalmed cadavers. The Thiel group of students felt more confident about recognizing anatomy in the living individual, found it easier to identify and dissect anatomical structures, and indicated more active exploration of functional anatomy due to the retained flexibility of the cadaver. However, on testing, no significant difference in functional anatomy knowledge was found between the two cohorts. Overall, although Thiel embalming may provide an advantageous learning experience in some investigated areas, more research needs to be carried out, especially to establish whether student perception is based on reality, at least in terms of structure identification. Anat Sci Educ. © 2017 American Association of Anatomists.

Original languageEnglish
Pages (from-to)166-174
Number of pages9
JournalAnatomical Sciences Education
Volume11
Issue number2
Early online date18 Jul 2017
DOIs
Publication statusPublished - 1 Mar 2018

Fingerprint

Embalming
Cadaver
Formaldehyde
Anatomy
Learning
Students
Dissection
Forearm
Teaching
Ethanol
Medical Schools
Color

Keywords

  • Journal article
  • Gross anatomy education
  • Medical education
  • Undergraduate education
  • Cadaveric dissection
  • Embalming methods
  • Thiel embalming
  • Formalin embalming
  • Student perceptions
  • medical education
  • gross anatomy education
  • undergraduate education
  • formalin embalming
  • student perceptions
  • cadaveric dissection
  • embalming methods
  • Ethanol/chemistry
  • Humans
  • Male
  • Anatomy/education
  • Learning
  • Young Adult
  • Formaldehyde/chemistry
  • Adult
  • Female
  • Surveys and Questionnaires
  • Dissection/methods
  • United Kingdom
  • Education, Medical/methods
  • Students, Medical/psychology
  • Fixatives/chemistry
  • Curriculum
  • Perception
  • Embalming/methods
  • Schools, Medical
  • Cadaver
  • Cohort Studies

Cite this

@article{f1f6bd126f604bca950a063cd78d6274,
title = "Learning anatomy through Thiel- vs. formalin-embalmed cadavers: Student perceptions of embalming methods and effect on functional anatomy knowledge",
abstract = "Thiel-embalmed cadavers, which have been adopted for use in anatomy teaching in relatively few universities, show greater flexibility and color retention compared to formalin-embalmed cadavers, properties which might be considered advantageous for anatomy teaching. This study aimed to investigate student attitudes toward the dissection experience with Thiel- compared to formalin/ethanol-embalmed cadavers. It also aimed to determine if one embalming method is more advantageous in terms of learning functional anatomy through the comparison of student anterior forearm functional anatomy knowledge. Student opinions and functional anatomy knowledge were obtained through use of a questionnaire from students at two medical schools, one using Thiel-, and one using more traditional formalin/ethanol-embalmed cadavers. Both the Thiel group and the formalin group of students were surveyed shortly after completing an anterior forearm dissection session. Significant differences (P-values <0.01) in some attitudes were found toward the dissection experience between cohorts using Thiel- vs. formalin-embalmed cadavers. The Thiel group of students felt more confident about recognizing anatomy in the living individual, found it easier to identify and dissect anatomical structures, and indicated more active exploration of functional anatomy due to the retained flexibility of the cadaver. However, on testing, no significant difference in functional anatomy knowledge was found between the two cohorts. Overall, although Thiel embalming may provide an advantageous learning experience in some investigated areas, more research needs to be carried out, especially to establish whether student perception is based on reality, at least in terms of structure identification. Anat Sci Educ. {\circledC} 2017 American Association of Anatomists.",
keywords = "Journal article, Gross anatomy education, Medical education , Undergraduate education , Cadaveric dissection , Embalming methods , Thiel embalming, Formalin embalming , Student perceptions, medical education, gross anatomy education, undergraduate education, formalin embalming, student perceptions, cadaveric dissection, embalming methods, Ethanol/chemistry, Humans, Male, Anatomy/education, Learning, Young Adult, Formaldehyde/chemistry, Adult, Female, Surveys and Questionnaires, Dissection/methods, United Kingdom, Education, Medical/methods, Students, Medical/psychology, Fixatives/chemistry, Curriculum, Perception, Embalming/methods, Schools, Medical, Cadaver, Cohort Studies",
author = "Larissa Kennel and Martin, {David M. A.} and Hannah Shaw and Tracey Wilkinson",
note = "Funding: none.",
year = "2018",
month = "3",
day = "1",
doi = "10.1002/ase.1715",
language = "English",
volume = "11",
pages = "166--174",
journal = "Anatomical Sciences Education",
issn = "1935-9772",
publisher = "Wiley",
number = "2",

}

TY - JOUR

T1 - Learning anatomy through Thiel- vs. formalin-embalmed cadavers

T2 - Student perceptions of embalming methods and effect on functional anatomy knowledge

AU - Kennel, Larissa

AU - Martin, David M. A.

AU - Shaw, Hannah

AU - Wilkinson, Tracey

N1 - Funding: none.

PY - 2018/3/1

Y1 - 2018/3/1

N2 - Thiel-embalmed cadavers, which have been adopted for use in anatomy teaching in relatively few universities, show greater flexibility and color retention compared to formalin-embalmed cadavers, properties which might be considered advantageous for anatomy teaching. This study aimed to investigate student attitudes toward the dissection experience with Thiel- compared to formalin/ethanol-embalmed cadavers. It also aimed to determine if one embalming method is more advantageous in terms of learning functional anatomy through the comparison of student anterior forearm functional anatomy knowledge. Student opinions and functional anatomy knowledge were obtained through use of a questionnaire from students at two medical schools, one using Thiel-, and one using more traditional formalin/ethanol-embalmed cadavers. Both the Thiel group and the formalin group of students were surveyed shortly after completing an anterior forearm dissection session. Significant differences (P-values <0.01) in some attitudes were found toward the dissection experience between cohorts using Thiel- vs. formalin-embalmed cadavers. The Thiel group of students felt more confident about recognizing anatomy in the living individual, found it easier to identify and dissect anatomical structures, and indicated more active exploration of functional anatomy due to the retained flexibility of the cadaver. However, on testing, no significant difference in functional anatomy knowledge was found between the two cohorts. Overall, although Thiel embalming may provide an advantageous learning experience in some investigated areas, more research needs to be carried out, especially to establish whether student perception is based on reality, at least in terms of structure identification. Anat Sci Educ. © 2017 American Association of Anatomists.

AB - Thiel-embalmed cadavers, which have been adopted for use in anatomy teaching in relatively few universities, show greater flexibility and color retention compared to formalin-embalmed cadavers, properties which might be considered advantageous for anatomy teaching. This study aimed to investigate student attitudes toward the dissection experience with Thiel- compared to formalin/ethanol-embalmed cadavers. It also aimed to determine if one embalming method is more advantageous in terms of learning functional anatomy through the comparison of student anterior forearm functional anatomy knowledge. Student opinions and functional anatomy knowledge were obtained through use of a questionnaire from students at two medical schools, one using Thiel-, and one using more traditional formalin/ethanol-embalmed cadavers. Both the Thiel group and the formalin group of students were surveyed shortly after completing an anterior forearm dissection session. Significant differences (P-values <0.01) in some attitudes were found toward the dissection experience between cohorts using Thiel- vs. formalin-embalmed cadavers. The Thiel group of students felt more confident about recognizing anatomy in the living individual, found it easier to identify and dissect anatomical structures, and indicated more active exploration of functional anatomy due to the retained flexibility of the cadaver. However, on testing, no significant difference in functional anatomy knowledge was found between the two cohorts. Overall, although Thiel embalming may provide an advantageous learning experience in some investigated areas, more research needs to be carried out, especially to establish whether student perception is based on reality, at least in terms of structure identification. Anat Sci Educ. © 2017 American Association of Anatomists.

KW - Journal article

KW - Gross anatomy education

KW - Medical education

KW - Undergraduate education

KW - Cadaveric dissection

KW - Embalming methods

KW - Thiel embalming

KW - Formalin embalming

KW - Student perceptions

KW - medical education

KW - gross anatomy education

KW - undergraduate education

KW - formalin embalming

KW - student perceptions

KW - cadaveric dissection

KW - embalming methods

KW - Ethanol/chemistry

KW - Humans

KW - Male

KW - Anatomy/education

KW - Learning

KW - Young Adult

KW - Formaldehyde/chemistry

KW - Adult

KW - Female

KW - Surveys and Questionnaires

KW - Dissection/methods

KW - United Kingdom

KW - Education, Medical/methods

KW - Students, Medical/psychology

KW - Fixatives/chemistry

KW - Curriculum

KW - Perception

KW - Embalming/methods

KW - Schools, Medical

KW - Cadaver

KW - Cohort Studies

UR - http://www.scopus.com/inward/record.url?scp=85024896623&partnerID=8YFLogxK

U2 - 10.1002/ase.1715

DO - 10.1002/ase.1715

M3 - Article

C2 - 28719722

VL - 11

SP - 166

EP - 174

JO - Anatomical Sciences Education

JF - Anatomical Sciences Education

SN - 1935-9772

IS - 2

ER -