Dissection versus prosection by anatomical region: Evaluating a regional group dissection curriculum in medical...

Gross anatomy education has undergone significant changes due to evolving curricular demands, leading to reduced hands-on dissection opportunities in many medical schools. The purpose of this study was to compare the academic performance of medical student dissectors and those assigned to prosection-based learning across anatomical regions. Dissectors performed hands-on dissection of their assigned anatomical region, whereas the prosection group learned the same material using prosected specimens during laboratory sessions. The secondary aim was to evaluate student perceptions of the regional dissection curriculum and the educational value of dissection. In fall 2023, medical students at a single institution participated in a regional group dissection curriculum where each student was randomly assigned to dissect one anatomical region while studying all others using prosected specimens. Academic performance was assessed by comparing internally written, computer-based multiple-choice examinations between dissectors and prosection groups for each region using Welch's t-tests. Additionally, student perceptions were evaluated using a post-course survey. Examination performance was comparable between dissectors and prosection groups across most body regions, except for the anterior lower extremity, where dissectors scored significantly higher (87.91% vs. 83.15%; p = 0.020). Survey results indicated strong student support for the dissection experience, with over 75% agreeing it was valuable and nearly 87% reporting enhanced understanding and exam preparedness. While dissection and prosection yielded comparable examination performance across most anatomical regions, students strongly valued the dissection experience, highlighting the importance of balancing educational effectiveness, student experience, and logistical feasibility in curricular design.