Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum

Area of Science:

• Medical Education
• Anatomy
• Surgical Anatomy

Background:

• Medical curricula are shifting towards integrated problem-based learning (PBL).
• Integrated PBL curricula often reduce time allocated for traditional cadaveric dissection.
• Student perceptions of cadaveric dissection vary globally, with limited research in Ghana.

Purpose of the Study:

• To assess Ghanaian medical students' perceptions of cadaveric dissection within an integrated PBL curriculum.
• To identify educational tools students rely on for anatomy study.
• To evaluate the perceived benefits and drawbacks of cadaveric dissection.

Main Methods:

• An anonymous, Likert-style questionnaire with 24 questions was administered.
• 132 second- and third-year medical students participated voluntarily.
• Data collected after completion of musculoskeletal system dissection schedules.

Main Results:

• 90.9% found dissection made learning interesting; 87.9% agreed it deepened anatomical understanding.
• 66.7% felt dissection improved understanding of clinical skills and 69.7% for trauma effects.
• Despite 57.5% finding it stressful, 100% disagreed with eliminating dissection from the curriculum.

Conclusions:

• Ghanaian medical students hold a strong positive perception of cadaveric dissection for anatomy education.
• Cadaveric dissection is valued for enhancing anatomical knowledge, clinical skills, and respect for the human body.
• Dissection remains a crucial component of anatomy learning, even within integrated PBL frameworks.