A randomized trial comparing cadaveric dissection and examination of prosections as applied surgical anatomy teaching pedagogies

2021 ◽  
Author(s):  
Zong Jie Koh ◽  
Marcus Yeow ◽  
Dinesh Kumar Srinivasan ◽  
Yee Kong Ng ◽  
Gominda G. Ponnamperuma ◽  
...  
Keyword(s):  
Randomized Trial ◽  
Surgical Anatomy ◽  
Cadaveric Dissection ◽  
Teaching Pedagogies ◽  
Anatomy Teaching

scholarly journals The Eagle Project – something for everyone

2007 ◽  
Vol 89 (6) ◽  
pp. 194-195 ◽  
Author(s):  
Dick Rainsbury
Keyword(s):  
Undergraduate Curriculum ◽  
Surgical Anatomy ◽  
Central Importance ◽  
Surgical Practice ◽  
Anatomical Knowledge ◽  
Real Progress ◽  
High Standards ◽  
Anatomy Teaching

Real progress is being made with the Eagle Project – the multimillion-pound scheme to convert the education facilities on the fourth floor of the College. The recent highly successful College conference Anatomy Teaching – the Cruellest Cut of All (see page 194), reconfirmed the central importance of the Eagle Project in teaching surgical anatomy and in maintaining high standards in surgical practice. The conference highlighted the stark and worrying effects of a changing undergraduate curriculum on levels of basic anatomical knowledge. This in turn impacts on postgraduate examination results and on levels of litigation in the NHS. The capacity and diversity of the Eagle Project's facilities provide the College with a unique resource to tackle these problems at every level – undergraduate, postgraduate and consultant.

Designing an effective student evaluation of teaching (SET) questionnaire for cadaveric dissection

2017 ◽  
Vol 6 (1) ◽  
pp. 378
Author(s):  
Joydeep D. Chaudhuri ◽  
B. Venugopal Rao
Keyword(s):  
Student Evaluation ◽  
Three Dimensional ◽  
Gross Anatomy ◽  
Huge Amount ◽  
Student Evaluation Of Teaching ◽  
Cadaveric Dissection ◽  
Maximum Benefit ◽  
Evaluation Of Teaching ◽  
Continued Use ◽  
Anatomy Teaching

Recent changes in curriculum have seen a curtailment in the time devoted to the teaching of gross anatomy, one of the most integral components of medical education. This has resulted in the reduction, and in some cases the elimination of cadaveric dissection, most significantly due to the huge amount of resources involved in conducting a cadaveric dissection program. Nevertheless, cadaveric dissection still comprises a significant part of the time devoted to the teaching of gross anatomy. Hence it is of paramount importance that maximum benefit be derived from cadaveric dissections since it offers unique advantages, most significant being the appreciation of the three-dimensional concepts of body organization. The key part of effective anatomy teaching using cadaveric dissection is having the best instructors for this task. While student evaluation of teaching (SET) questionnaires have been used to evaluate instructor proficiency in lecture classes, there is no SET questionnaire that has been specifically designed for the assessment of instructors involved in cadaveric dissection. The aim of this article is to design a questionnaire specifically for the evaluation of the competency of instructors involved in cadaveric dissection, and reinforce the arguments for the continued use of cadaveric dissection in the teaching of anatomy. 

scholarly journals Role of transcranial sphenoidotomy in skull base surgery: classification of surgical techniques based on the surgical anatomy of the sphenoid sinus

2019 ◽  
Vol 131 (5) ◽  
pp. 1658-1667 ◽  
Author(s):  
Kenichiro Iwami ◽  
Masazumi Fujii ◽  
Yugo Kishida ◽  
Shinya Jinguji ◽  
Masayuki Yamada ◽  
...  
Keyword(s):  
Skull Base ◽  
Sphenoid Sinus ◽  
Skull Base Surgery ◽  
En Bloc Resection ◽  
Bloc Resection ◽  
Surgical Anatomy ◽  
University Hospital ◽  
En Bloc ◽  
Cadaveric Dissection ◽  
Medical University

OBJECTIVEAlthough sphenoidotomy is more commonly performed via the transnasal approach than via the transcranial approach, transcranial sphenoidotomy (TCS) remains indispensable for en bloc resection of locally advanced sinonasal malignant tumors (SNMTs) extending to the skull base. TCS also enables transsphenoidal transposition of the temporoparietal galeal flap (TPGF) to compensate for the lack of vascularized reconstructive tissue after endoscopic transnasal skull base surgery. The objective of this study was to review the authors’ surgical experience using TCS with an emphasis on the surgical anatomy of the sphenoid sinus and on the purpose of TCS. Relevant anatomy is further illustrated through cadaveric dissection and photo documentation.METHODSThe authors reviewed the records of 50 patients who underwent TCS at the Nagoya University Hospital, Fukushima Medical University Hospital, or Aichi Medical University Hospital over the course of 7 years (between January 2011 and November 2017). The authors also performed cadaveric dissection in 2 adult cadaveric skull base specimens.RESULTSOf the 50 patients included in this study, 44 underwent craniofacial resection (CFR) for en bloc resection of SNMTs involving the anterior and/or lateral skull base, and 6 underwent transsphenoidal transposition of the TPGF flap. The authors categorized the TCS procedures according to the portion of the sphenoid sinus wall involved (i.e., superior, lateral, and superolateral). Superior sphenoidotomy was used in patients requiring anterior CFR. Lateral sphenoidotomy was further divided into 2 subtypes, with type 1 procedures performed for the transsphenoidal transpositioning of the TPGF, and type 2 procedures used in patients requiring lateral CFR. Superolateral sphenoidotomy was used in anterolateral CFR.CONCLUSIONSTCS still represents a useful tool in the armamentarium of neurosurgeons treating central skull base lesions. The newly proposed surgical classification facilitates a profound understanding of TCS and how to incorporate this technique into clinical practice.

scholarly journals 1187 Adapting Postgraduate Anatomy Education During The COVID-19 Pandemic

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
P Fletcher ◽  
E Salau ◽  
C Wray
Keyword(s):  
Student Satisfaction ◽  
Independent Study ◽  
High Yield ◽  
Postgraduate Students ◽  
Cadaveric Dissection ◽  
Virtual Anatomy ◽  
Hands On ◽  
Virtual Platform ◽  
Online Feedback ◽  
Anatomy Teaching

Abstract Aim A solid understanding of anatomy and its application is crucial to the development of safe surgeons. Cadaveric dissection has traditionally been the gold standard for learning anatomy however the disruption of anatomy teaching from the COVID-19 pandemic has led to a shift in methods for teaching both undergraduate and postgraduate students. We sought to design, deliver and evaluate a virtual MRCS anatomy revision course for doctors led by anatomy demonstrators. Method A series of six high yield revision sessions on the anatomy of the abdomen and pelvis, upper limb, lower limb, thorax and head and neck were organised on a virtual platform. The course was advertised on social media targeting groups for doctors. These sessions were taught by a senior anatomy demonstrator and previous examiner for the MRCS. This was followed by a series of interactive single best answer questions. The answers were then discussed in a subsequent session facilitated by current junior anatomy demonstrators. Feedback on student satisfaction, relevance and content of each session was collated. Results Online feedback was completed by 263 students and was universally positive. Our results highlight the relevance of the sessions for doctors preparing for both MRCS part A and B examinations. Our aim is to develop this teaching series to create an environment where postgraduate learners feel supported and can build on pre-existing knowledge. Conclusions Virtual anatomy teaching can be a sustainable method of supporting the learning process of doctors preparing for surgical examinations, complementing independent study, virtual dissection and hands on cadaveric dissection.

scholarly journals Impact of COVID-19 on the future of cadaveric dissection and anatomy teaching

2021 ◽  
Vol 9 (3) ◽  
pp. 908
Author(s):  
Shilpa Karkera
Keyword(s):  
Medical Education ◽  
Real Time ◽  
High Time ◽  
Cadaveric Dissection ◽  
Social Distancing ◽  
Know How ◽  
The Future ◽  
Current Experience ◽  
Anatomy Teaching ◽  
Extensive Damage

The COVID 19 pandemic has left a major impact on medical education globally. We are undergoing crisis for humanity with this virus causing extensive damage to life and its aspects. Hence, we do not know how this will unfold in upcoming year. All the academic classes are suspended during nationwide lockdown to ease the propagation. It is high time to rethink ways to deliver quality medical education under restriction of social distancing in real time teachings and discussions. We propose based upon our experiences, replacement of anatomy dissection with virtual dissection and its implications. It has its own challenges which could overcome with the planned directives based upon current experience.

scholarly journals Perception of students towards cadaveric dissection in a tertiary care teaching institution

2017 ◽  
Vol 5 (8) ◽  
pp. 3684 ◽  
Author(s):  
Anju Partap Kaundal ◽  
Purushottam K. Kaundal
Keyword(s):  
Medical Education ◽  
Essential Feature ◽  
Tertiary Care ◽  
Gross Anatomy ◽  
Undergraduate Curriculum ◽  
Cadaveric Dissection ◽  
Living Body ◽  
The People ◽  
History Of ◽  
Anatomy Teaching

Background: Anatomy is widely acknowledged as being among the most significant element of medical education and the study of anatomy through the dissected cadaver is observed as the essential feature of medical courses. Anatomy teaching has certainly the longest history of any component of formalised medical education. While the history of dissection has been well studied, less attention has been paid to the use of the living body involved in anatomy teaching. Dissection has thus been imbibed into medical education such that it has become almost indispensable part of medical courses.Methods: A total of hundred newly admitted first year medical students’ reaction to the first day entry into the dissection hall and towards cadaveric dissection was assessed by using a set of questions. The questionnaire was given to the students just a few weeks after they began attending their dissection class.Results: Most of the students reported of bad odor of the cadaver (84%) and watering of eyes (79%) on their first day entry into the dissection hall. 94% of the students were determined, interested, and ready to study anatomy with cadaveric dissection. Majority of the students considered dissection as the best tool to study anatomy.100% of the students have showed a sense of gratitude to the people and/or the relatives who had donated their bodies.Conclusions: Cadaveric dissection is an indispensable teaching tool to study gross anatomy, and undergraduate curriculum should incorporate dissection as majority of the students are interested and determined to study anatomy with cadaveric dissection. 

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