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Dissection Versus Prosection: a Comparison of Laboratory Practical Examinations.

Mehak Aziz1, Edward T Kernick2, Gary L Beck Dallaghan3

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Medical Science Educator
|August 30, 2021
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Summary

Complete human cadaver dissection may not be essential for medical students. A hybrid teaching approach showed similar student performance whether studying dissected or student-prosected anatomy, reducing dissection time without affecting exam results.

Keywords:
AnatomyDissectionMedical studentsProsection

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Area of Science:

  • Medical Education
  • Gross Anatomy

Background:

  • Traditional gross anatomy education relies heavily on cadaveric dissection.
  • Evidence supporting the necessity of complete dissection for medical student learning outcomes is limited.
  • Physical and resource constraints often necessitate alternative teaching methods.

Purpose of the Study:

  • To evaluate the impact of a hybrid teaching method on medical student performance in gross anatomy.
  • To compare student outcomes on dissected versus student-prosected anatomical material.
  • To determine if dissection time can be optimized without compromising educational effectiveness.

Main Methods:

  • Analysis of gross anatomy practical examination scores from two medical student cohorts.
  • Comparison of student performance on questions related to personally dissected cadavers versus those studied from student-prosected specimens.
  • Implementation of a hybrid teaching model incorporating dissection and prosection.

Main Results:

  • Student performance on examination questions was comparable for both personally dissected and student-prosected materials.
  • No significant difference in learning outcomes was observed between the two methods.
  • Dissection time was successfully reduced in the hybrid model.

Conclusions:

  • Complete cadaveric dissection is not necessarily essential for effective gross anatomy education in medical school.
  • A hybrid teaching approach can maintain or improve student examination performance while optimizing resource utilization.
  • Reducing dissection time is feasible without negatively impacting medical student learning.