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Dissections or prosections: Which method has a better impact on sustainable gross anatomy knowledge?
Balasingam Balagobi1, Manujasri Wimalachandra2, Malith Hashintha3
1Department of Surgery, Faculty of Medicine, University of Jaffna, Adiyapatham Road, Kokuvil West, Kokuvil, Jaffna 40000, Northern province, Sri Lanka.
The National Medical Journal of India
|May 1, 2024
Summary
A prosection-based anatomy curriculum was as effective as dissection-based training for long-term knowledge retention. Both teaching methods established a core gross anatomy knowledge base in medical students.
Area of Science:
- Medical Education
- Anatomy Training
Background:
- Assessing long-term anatomy knowledge retention is crucial for evaluating teaching effectiveness.
- Understanding which anatomy teaching methods best support recall after graduation is important for medical practice.
Purpose of the Study:
- To compare the effectiveness of dissection-based versus prosection-based gross anatomy curricula.
- To determine which teaching method better establishes recallable anatomy knowledge in final-year medical students.
Main Methods:
- Two groups of final-year medical students, trained via dissection or prosection, were assessed.
- Assessment included true-false questions and anatomical diagram identification without prior warning.
Main Results:
- No significant difference in true-false question scores between groups (p=0.08).
- Prosection group scored significantly higher on diagram identification (p=0.02).
Conclusions:
- Prosection-based anatomy curricula are equally effective as dissection-based methods for establishing core gross anatomy knowledge.
- Both methods contribute to a foundational understanding of anatomy for future medical practice.
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