Student perceptions of an anatomy dissection experience before and after hospital rotation plecements

In our 4-year Medical Degree, the only laboratory-based formal anatomy

teaching occurs in the first 1.5 years, which are medical sciencebased.

Cadaveric prosections and models are the predominant teaching

aids; whole body dissection is not used. The final 2.5 years of the

degree are clinical-based, consisting of hospital rotation placements

with an ever decreasing medical science curriculum component.

Without an integrated practical anatomy component during the final

2.5 years, it is essential that students have sufficient anatomical

knowledge prior to, and an ability to apply this to patient cases during,

their hospital rounds. We trialled a 3 week guided ‘‘Dissection Experience’’

for students, timetabled to occur prior to the hospital rotations.

Specifically, students dissected a cubital fossa, femoral triangle

and subclavian region to enhance their regional anatomical knowledge

of these clinically-relevant areas. Students were further encouraged

to open and explore the abdominal and thorax cavities. Students

were surveyed at the end of the 3 week dissection block and

again after their 2nd year hospital rotations on their perceptions of

the usefulness and relevance of these skills in their hospital rotations.

Student feedback was very positive with students thriving in this

more investigative learning environment. Student visualization and

subsequent discussion of 3D concepts was a highlight. Previous anatomical

knowledge was reinforced in addition to an increased understanding

of skin layers, fascias and anatomical relations of structures.

To prepare students for their hospital rotation placements, dissection

experience is useful in understanding the anatomical underpinning of

medical knowledge and its clinical application.