Abstract
Introduction
The value of cadaver dissection as a tool for anatomical education has largely been debated. Our team, composed of one MD and two DO students at NSU, introduced a student-led teaching modality for cadaver dissection. The course, designed for NSU MD class of 2024, consisted of cadaver dissection in an anatomical region of interest, allowing for a self-led and personalized approach to cadaver dissection.
Methods
NSU MD Class of 2024 was asked to be participants and NSU DO students with prior dissection experience as well as NSU MD faculty were asked to serve as tutors for each anatomical region. Tutors and participants were grouped according to region, and were given surveys to complete anonymously before and after the dissection course. Surveys consisted of Likert scale questions (1=strongly disagree, 5=strongly agree) focusing on personality profiles, perception of anatomical education, and anatomical/dissection competency. Questions that were identical between the surveys were analyzed for change in mean score.
Results
Two cadavers, one male and one female were provided. 19 NSU MD students and 5 NSU DO students participated in the project. Cadavers were broken down into 6 anatomical regions, which each team dissected to completion. Increases in mean scores were seen in all survey questions. Likert questions asking if participants enjoyed/learned from the course all averaged above a 4.5.
Conclusions
Survey data suggests students feel more prepared for surgical rotations and feel more comfortable identifying human anatomy following the course. This project highlights the utility of cadaver dissection in anatomical education.
