scholarly journals Perception of students towards cadaveric dissection in a tertiary care teaching institution

2017 ◽  
Vol 5 (8) ◽  
pp. 3684 ◽  
Author(s):  
Anju Partap Kaundal ◽  
Purushottam K. Kaundal
Keyword(s):  
Medical Education ◽  
Essential Feature ◽  
Tertiary Care ◽  
Gross Anatomy ◽  
Undergraduate Curriculum ◽  
Cadaveric Dissection ◽  
Living Body ◽  
The People ◽  
History Of ◽  
Anatomy Teaching

Background: Anatomy is widely acknowledged as being among the most significant element of medical education and the study of anatomy through the dissected cadaver is observed as the essential feature of medical courses. Anatomy teaching has certainly the longest history of any component of formalised medical education. While the history of dissection has been well studied, less attention has been paid to the use of the living body involved in anatomy teaching. Dissection has thus been imbibed into medical education such that it has become almost indispensable part of medical courses.Methods: A total of hundred newly admitted first year medical students’ reaction to the first day entry into the dissection hall and towards cadaveric dissection was assessed by using a set of questions. The questionnaire was given to the students just a few weeks after they began attending their dissection class.Results: Most of the students reported of bad odor of the cadaver (84%) and watering of eyes (79%) on their first day entry into the dissection hall. 94% of the students were determined, interested, and ready to study anatomy with cadaveric dissection. Majority of the students considered dissection as the best tool to study anatomy.100% of the students have showed a sense of gratitude to the people and/or the relatives who had donated their bodies.Conclusions: Cadaveric dissection is an indispensable teaching tool to study gross anatomy, and undergraduate curriculum should incorporate dissection as majority of the students are interested and determined to study anatomy with cadaveric dissection. 

Designing an effective student evaluation of teaching (SET) questionnaire for cadaveric dissection

2017 ◽  
Vol 6 (1) ◽  
pp. 378
Author(s):  
Joydeep D. Chaudhuri ◽  
B. Venugopal Rao
Keyword(s):  
Student Evaluation ◽  
Three Dimensional ◽  
Gross Anatomy ◽  
Huge Amount ◽  
Student Evaluation Of Teaching ◽  
Cadaveric Dissection ◽  
Maximum Benefit ◽  
Evaluation Of Teaching ◽  
Continued Use ◽  
Anatomy Teaching

Recent changes in curriculum have seen a curtailment in the time devoted to the teaching of gross anatomy, one of the most integral components of medical education. This has resulted in the reduction, and in some cases the elimination of cadaveric dissection, most significantly due to the huge amount of resources involved in conducting a cadaveric dissection program. Nevertheless, cadaveric dissection still comprises a significant part of the time devoted to the teaching of gross anatomy. Hence it is of paramount importance that maximum benefit be derived from cadaveric dissections since it offers unique advantages, most significant being the appreciation of the three-dimensional concepts of body organization. The key part of effective anatomy teaching using cadaveric dissection is having the best instructors for this task. While student evaluation of teaching (SET) questionnaires have been used to evaluate instructor proficiency in lecture classes, there is no SET questionnaire that has been specifically designed for the assessment of instructors involved in cadaveric dissection. The aim of this article is to design a questionnaire specifically for the evaluation of the competency of instructors involved in cadaveric dissection, and reinforce the arguments for the continued use of cadaveric dissection in the teaching of anatomy. 

scholarly journals Healthcare distrust among hospitalised black patients during the COVID-19 pandemic

2021 ◽  
pp. postgradmedj-2021-140824
Author(s):  
Thang Cong Nguyen ◽  
Evelyn Gathecha ◽  
Regina Kauffman ◽  
Scott Wright ◽  
Ché Matthew Harris
Keyword(s):  
Tertiary Care ◽  
Healthcare Systems ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Academic Hospital ◽  
Cross Sectional ◽  
The People ◽  
Black Patients ◽  
History Of ◽  
Meaningful Relationships

Study purposeDistrust of the healthcare system is longstanding in the black community. This may especially threaten the health of the population when a highly contagious infection strikes. This study aims to compare COVID-19-related perspectives and behaviours between hospitalised black patients who trust versus distrust doctors and healthcare systems.Study designCross-sectional study at a tertiary care academic hospital in Baltimore, Maryland. Hospitalised adult black patients without a history of COVID-19 infection were surveyed between November 2020 and March 2021 using an instrument that assessed COVID-19-related matters. Analyses compared those who trusted versus mistrusted doctors and healthcare systems.Results37 distrusting hospitalised black patients were compared with 103 black patients who trusted doctors and healthcare systems. Groups had similar sociodemographics (all p>0.05). Distrustful patients were less likely to think that they were at high risk of contracting COVID-19 (54.0% vs 75.7%; p=0.05), less likely to believe that people with underlying medical conditions were at higher risk of dying from the virus (86.4% vs 98.0%; p=0.01) and less likely to be willing to accept COVID-19 vaccination (when available) (51.3% vs 77.6%; p<0.01) compared with those who were trusting.ConclusionHealthcare distrustful hospitalised black patients were doubtful of COVID-19 risk and hesitant about vaccination. Hospitalisations are concentrated exposures to the people and processes within healthcare systems; at these times, seizing the opportunity to establish meaningful relationships with patients may serve to gain their trust.

scholarly journals Teaching Anatomy; Dissecting its Delivery in Medical Education

2016 ◽  
Vol 3 (1) ◽  
pp. 312-321
Author(s):  
DJ Jordan ◽  
M Griffin ◽  
B Phillips ◽  
S Hindocha ◽  
A Elgawad
Keyword(s):  
Medical Education ◽  
Teaching Methods ◽  
Gross Anatomy ◽  
The Body ◽  
Current Evidence ◽  
Religious Feeling ◽  
Teaching Anatomy ◽  
History Of ◽  
Computer Based ◽  
History Of Anatomy

Anatomy has long been a topic of interest amongst both those in medicine and those not. The understanding of biology, in terms of the function and structure of the organs and other structures of the body, has dramatically changed over time, and has been closely related to both scientific improvement and religious feeling.There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education, but the way in which it has been taught has changed over the years. As early as the 16thcentury, Vesalius stated that anatomy could only be taught by dissection, however, alternative options for cadaveric study are certainly more available now than when this statement was made.Current teaching methods incorporate the tried and tested cadaveric based dissection, but has more recently been super ceded by the use of computer based imaging and the change to self-orientated or problem based learning. The shift towards the latter has led to a perceived suffering to the gain of anatomical and pathological knowledge of new doctors and surgeons.This paper aims to describe the history of anatomy teaching and review the current evidence for and against the current methods used for its deliverance.

scholarly journals Teaching Anatomy in the XXI Century: New Aspects and Pitfalls

2013 ◽  
Vol 2013 ◽  
pp. 1-5 ◽  
Author(s):  
Veronica Papa ◽  
Mauro Vaccarezza
Keyword(s):  
Medical Education ◽  
Gross Anatomy ◽  
Computer Assisted ◽  
Past Century ◽  
Anatomy Education ◽  
Postgraduate Students ◽  
Racial Background ◽  
Teaching Anatomy ◽  
Clinical Problems ◽  
Anatomy Teaching

Anatomy has historically been a cornerstone in medical education regardless of nation, racial background, or medical school system. By learning gross anatomy, medical students get a first “impression” about the structure of the human body which is the basis for understanding pathologic and clinical problems. Although the importance of teaching anatomy to both undergraduate and postgraduate students remains undisputed, there is currently a relevant debate concerning methods of anatomy teaching. In the past century, dissection and lectures were its sole pedagogy worldwide. Recently, the time allocated for anatomy teaching was dramatically reduced to such an extent that some suggest that it has fallen below an adequate standard. Traditional anatomy education based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic models or computer-assisted learning, and curricula integration. “Does the anatomical theatre still have a place in medical education?” And “what is the problem with anatomic specimens?” We endeavor to answer both of these questions and to contribute to the debate on the current situation in undergraduate and graduate anatomy education.

Confronting the Cadaver

Janus Head ◽  
2011 ◽  
Vol 12 (2) ◽  
pp. 131-140
Author(s):  
Brent Dean Robbins ◽  
Keyword(s):  
Medical Education ◽  
Lived Experience ◽  
Medical Model ◽  
Gross Anatomy ◽  
Modern Medicine ◽  
Cadaver Dissection ◽  
Mechanical Process ◽  
Death Denial ◽  
History Of ◽  
Concrete Event

Through a cultural hermeneutic interpretation of the cadaver in the history of modern medicine, this study will argue that at least some medical interpretations of embodiment serve as a form of death denial. This analysis will draw on four major sources of evidence to support this contention: (a) the history of cadaver dissection in Western medicine, (b) diary entries by medical students taking a course in gross anatomy, (c) responses to a 2005 panel on cadaver dissection held at Daemen College, and (d) interviews with Guenther von Hagens, the creator of the “BodyWorlds” exhibit, which features plastinated corpses for the purpose of “edutainment.” In each of these cases, the data suggest that medical education works implicitly to manage death anxiety through a set of defenses which conceal the nothingness of death. Namely, by making death into a concrete event, preserved for example in the form of the cadaver or plastinated corpses, and by speaking rhetorically about death as a mechanical process, the medical model of death conceals the existential terror that comes with the lived experience of death as the termination of existence.

scholarly journals Impact of COVID-19 on the future of cadaveric dissection and anatomy teaching

2021 ◽  
Vol 9 (3) ◽  
pp. 908
Author(s):  
Shilpa Karkera
Keyword(s):  
Medical Education ◽  
Real Time ◽  
High Time ◽  
Cadaveric Dissection ◽  
Social Distancing ◽  
Know How ◽  
The Future ◽  
Current Experience ◽  
Anatomy Teaching ◽  
Extensive Damage

The COVID 19 pandemic has left a major impact on medical education globally. We are undergoing crisis for humanity with this virus causing extensive damage to life and its aspects. Hence, we do not know how this will unfold in upcoming year. All the academic classes are suspended during nationwide lockdown to ease the propagation. It is high time to rethink ways to deliver quality medical education under restriction of social distancing in real time teachings and discussions. We propose based upon our experiences, replacement of anatomy dissection with virtual dissection and its implications. It has its own challenges which could overcome with the planned directives based upon current experience.

“The Fumes of Polonism and the Stench of Herzenism”: “Vestnik Zapadnoy Rossii” Against Class Revolution and Clas Reaction

2020 ◽  
Vol 58 ◽  
pp. 118-134
Author(s):  
Aleksandr E. Kotov
Keyword(s):  
Short History ◽  
South West ◽  
The People ◽  
History Of ◽  
Stereotypical Image

The journal of Ksenofont A. Govorsky “Vestnik Yugo-Zapadnoy I Zapadnoy Rossii” (“South-West and West Russia Herald”) is known in the history of pubic thought as odious and reactionary. However, this stereotypical image needs some revision: the anti-Polish discourse on the pages of the magazine was not so much nationalistic as anti-aristocratic in nature. Considering the “Poles” primarily as carriers of the aristocratic principles, the editorial board of the magazine claimed to protect the broad masses of the people. Throughout its short history, the magazine consistently opposed both revolutionary and aristocratic propaganda. However, the regional limitations of the problems covered in the magazine did not give it the opportunity to reflect on the essential closeness of the revolutionary and reactionary principles. Yu.F. Samarin and I.S. Aksakov – whose conservative-democratic views, on the whole, were close to “Western Russianism”, promoted by the authors of “Vestnik Yugo-Zapadnoy I Zapadnoy Rossii”, managed to reach that goal.

LEADERS AND TIMES OF CRISIS: JEREMIAH 5:1–6 A CASE IN POINT

2017 ◽  
Vol 24 (2) ◽  
pp. 657-677 ◽  
Author(s):  
Wilhelm J. Wessels
Keyword(s):  
Ordinary People ◽  
Covenant Theology ◽  
The People ◽  
History Of ◽  
Book Of Jeremiah ◽  
Definitive Role ◽  
Ethical Obligations ◽  
Moral Demands ◽  
The Way ◽  
Crisis Situations

The book of Jeremiah reflects a particular period in the history of Judah, certain theological perspectives and a particular portrayal of the prophet Jeremiah. Covenant theology played a major role in Jeremiah’s view of life and determined his expectations of leaders and ordinary people. He placed high value on justice and trustworthiness, and people who did not adhere to this would in his view bear the consequences of disobedience to Yahweh’s moral demands and unfaithfulness. The prophet expected those in positions of leadership to adhere to certain ethical obligations as is clear from most of the nouns which appear in Jeremiah 5:1–6. This article argues that crisis situations in history affect leaders’ communication, attitudes and responses. Leaders’ worldviews and ideologies play a definitive role in their responses to crises. Jeremiah’s religious views are reflected in his criticism and demands of people in his society. This is also true as seen from the way the people and leaders in Judah responded to the prophet’s proclamation. Jeremiah 5:1–6 emphasises that knowledge and accountability are expected of leaders at all times, but in particular during unstable political times.

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