Outcomes and Satisfaction of Two Optional Cadaveric Dissection Courses: a 3-Year Prospective Study

• Autor(a) principal: Pais, D
• Data de Publicação: 2017
• Outros Autores: Casal, D, Mascarenhas-Lemos, L, Barata, P, Moxham, B, Goyri-O'Neill, J
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.17/3529
• topic: Adolescent; Adult; Anatomy; Curriculum; Dissection; Education, Medical, Undergraduate; Educational Measurement; Educational Status; Female; Humans; Learning; Male; Perception; Portugal; Program Evaluation; Prospective Studies; Schools, Medical; Students, Medical; Surveys and Questionnaires; Time Factors; Young Adult; Cadaver; Personal Satisfaction; Teaching; CHLC CPR; CHLC ONC; CHLC PAT CLIN

Teaching time dedicated to anatomy education has been reduced at many medical schools around the world, including Nova Medical School in Lisbon, Portugal. In order to minimize the effects of this reduction, the authors introduced two optional, semester-long cadaveric dissection courses for the first two years of the medical school curriculum. These courses were named Regional Anatomy I (RAI) and Regional Anatomy II (RAII). In RAI, students focus on dissecting the thorax, abdomen, pelvis, and perineum. In RAII, the focus shifts to the head, neck, back, and upper and lower limbs. This study prospectively analyzes students' academic achievement and perceptions within the context of these two, newly-introduced, cadaveric dissection courses. Students' satisfaction was assessed anonymously through a questionnaire that included items regarding students' perception of the usefulness of the courses for undergraduate teaching, as well as with regards to future professional activity. For each of the three academic years studied, the final score (1 to 20) in General Anatomy (GA), RAI, and RAII was on average 14.26 ± 1.89; 16.94 ± 1.02; 17.49 ± 1.01, respectively. The mean results were lower in GA than RAI or RAII (P < 0.001). Furthermore, students who undertook these courses ranked them highly with regards to consolidating their knowledge of anatomy, preparing for other undergraduate courses, and training for future clinical practice. These survey data, combined with data on participating students' academic achievement, lend strong support to the adoption of similar courses as complementary and compulsory disciplines in a modern medical curriculum.