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Is dissection or prosection equal in dental anatomy education?
Zekiye Karaca Bozdağ1, Buse Naz Çandır1, Aslı Ceren Macunluoğlu2
1Department of Anatomy, Faculty of Medicine, Istanbul YeniYuzyil University, Istanbul, Turkey.
Clinical Anatomy (New York, N.Y.)
|November 19, 2024
Summary
Dental students showed improved learning outcomes with both dissection and prosection methods. Most students found both cadaveric anatomy education techniques valuable, suggesting a balanced approach in dental curricula.
Area of Science:
- Medical Education
- Anatomy
- Dental Education
Background:
- Traditional dissection and prosection are key methods in anatomy education.
- Evaluating the comparative effectiveness and student perceptions of these methods is crucial for curriculum development.
Purpose of the Study:
- To compare learning outcomes and student opinions on dissection versus prosection in dental anatomy education.
- To assess the impact of these methods on second-year dental students' understanding of head and neck topography.
Main Methods:
- A study involving 21 dental students comparing dissection and prosection for two head and neck topographic subjects.
- Utilized pre-tests, post-tests, and Likert scale/thematic analysis feedback questionnaires.
- Students were randomly assigned to dissection or prosection groups, with groups reversed for the second subject.
Main Results:
- Post-test scores significantly improved for both subjects (p < 0.001).
- No significant difference in learning outcomes was found between dissection and prosection groups (p > 0.05).
- 85.71% of students deemed both methods essential; 57.41% favored prosection, while 23.81% favored dissection.
Conclusions:
- Both dissection and prosection positively influence dental students' learning outcomes and emotional engagement.
- A balanced integration of dissection and prosection is recommended for dental anatomy curricula.
- Cadaveric education methods, whether dissection or prosection, enhance student learning in dental anatomy.
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