Knowledge, Attitude, and Perception on Bequeathing of Bodies for Medical Education and Research among Health Science Students of the University of Health and Allied Sciences.

Abstract Background: Cadaveric dissection is an established effective teaching method in anatomical science education. Cadaver acquisition for dissection is however based on voluntary body bequeathment. As a result of the increasing numbers of medical schools and students intake, the challenges of inadequate bodies for education became visible in most parts of the world as the main cadaver source remains anonymous corpses in the custody of the state. Cultural and religious beliefs or commercial purposes are among several factors that influence the decision about body donations. This study investigates the knowledge, attitude and perception of body bequeathing among health science students who benefitted or are potential beneficiary of cadaveric studies and identified factors influencing the bequest of bodies in Ghana for educational purposes among students in University of Health and Allied Sciences. Method: This was a cross-sectional descriptive study. The study recruited 513 students in the bachelor programmes for medicine, physician assistantship, nursing, midwifery, pharmacy and allied sciences at various levels. Both closed-and open-ended questions contained in a designed Questionnaire were administered. Result: About Seventy-four percent (74.1%) of respondents had heard of body bequeathal. Majority (98.3%) agreed body bequeathal was important. However, only 39.6% knew the requirements and processes of body bequeathal. Most (>90%) had a negative attitude towards body bequeathal. Conclusion: The study concluded that there was a high awareness of the importance of body bequeathal for medical education and research but very low procedural knowledge on bequeathing a body among health science students. Also most were unwillingness to donate their body or even encouraging others to donate their body. It is therefore recommended that the medical schools should set up accessible body bequeathal programmes that provides opportunities for interested individuals to be readily assisted through the process of body bequeathal. Keywords: Body Bequeathal, Medical Science Education, Cadaveric Dissection, Anatomical education

Effectiveness of Exposure to Virtual Learning before Cadaveric Dissection to Study Anatomy for Students in Health Sciences at DMIMSU Wardha, Maharashtra

Background: Anatomage dissection table offers detailed and interactive anatomical images which complement the anatomy textbook and the cadaveric studies. In this regard, the study was carried out to assess the effectiveness of exposure to virtual learning on the Anatomage table before cadaveric dissection and to assess the perception of students about the virtual dissection. Methods: A comparative cross-sectional study was conducted on 200 first phase medical students from Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Science, Sawangi, Meghe, Wardha. Study participants were divided into two groups, group A and group B. Group A performed dissection of the triangle of the neck on the Anatomage table before performing the traditional dissection of the same region while group B performed traditional only. Pre and post-tests were conducted for both group participants using a pre-validated questionnaire. 5 point Likert scale was used for obtaining feedback from study participants. The student's t-test was used for statistical analysis. Results: Observation Post-test score in group A, exposed to virtual dissection prior to cadaveric dissection was 9.18 (Std = 0.84) as compared to the post-test score of 7.11 (Std = 7.01) in group A which was not exposed to the virtual dissection table. 144 (72 %) of students agreed that virtual dissection helps in better understanding of the complex relation of structure with each other and 152 (76 %) students feel that prior exposure to virtual dissection develops an interest in cadaveric dissection. Conclusions: Exposure to virtual dissection before cadaveric dissection was very effective way to learn anatomy for students of first MBBS as students were used to enjoy learning anatomy when virtual dissection was complemented with used before real cadaveric dissection.

URDHVA SHAKHAGATA SNAYU MARMA AND ITS CLINICAL IMPORTANCE: A REVIEW ARTICLE

In Ayurveda classics, Marma is illustrated as the vital point in the human body and its knowledge plays an im- portant role in Sharir Rachana. Marma was first documented by Acharya Charak but the detailed description of Marma Sharir is available in Sushruta Samhita. Acharya Sushruta stated every aspect of Marma like definition, types, signs, and symptoms related to injury of Marma. Marma is a very important structure present in the body which causes pain or even death when getting injured. According to Acharya Sushruta in the description of Eka- dash Indriya Hasta and Paad are included under the five Karmendriya and their function is mentioned as Aadan and Vihar respectively and Hasta (hand) is considered as the most important/superior Yantra among all the Yan- tras by Acharya Susruta. Although each part of the human body is important still extremities possess the most importance as all body activities depend on limbs as without limbs existence of the human body is hard to imag- ine. So Anatomical interpretation of Urdhva Shakhagata Snayu Marma along with its clinical importance is very much needed in the present era. An attempt has been made to explore structures present in Urdhva Shakhagata Snayu Marma through cadaveric dissection. Keywords: Ekadash Indriya, Snayu Marma, Yantra.

A case report of an unfurled appendix - embryological perspective

Appendicitis is a very common clinical condition requiring immediate attention. Long appendix is a frequent reason for inflammation. Very often the size and position of the appendix varies. The differential development of the caecum is responsible for the different positions of the appendix. Adequate knowledge about the presence of such unusual variations is a must for clinical surgeons. We are reporting one of the longest appendices seen during routine cadaveric dissection in south India which was just over 20 cm in length with the embryological basis.

EP.TU.702Role of cadaveric dissections in current medical education

Introduction Today’s digital world has surplus educational resources for the students. Medical curriculum has changed the traditional way of teaching to audio-visual methods. Learning anatomy has changed from cadaveric dissection to specimen models, life models and three-dimensional models, which has raised questions as to whether cadaver dissection should be continued. Multimodel Approach Computer software with 3-D models is a useful tool for the beginners (Silen et al., 2008). Didactic lectures provide easy steps to be followed during dissection. Body paintings explain the surface anatomy in an appropriate way. Online videos are user friendly and personalized, so that one could review them repeatedly. Finally, live demonstration in theatre explains the structures and relations, with the flaws of only limited students benefited Pros Cadaver dissection creates interest to explore and learn detailed anatomy, to gain everlasting knowledge blending the theoretical knowledge with the practical and to involve in research. In addition, students develop the art of team work building their interpersonal skills. Cons Unpleasant smell of the formalin preserved cadaver, limited opportunities for everyone to learn, inadequate fund, inexperienced staff and psychological distress (Evans and Fitzgibbon, 1992). Conclusion Cadaveric dissection is a better method of learning (Winkelmann, 2007). Students understanding subjects precisely, make them better clinicians. Other teaching methods could be used as supplements. Recommendations Organize different teaching techniques helping diversity of students to learn anatomy based on their learning styles. Use of advanced technology like real time pictures, videos and imaging modalities to learn anatomy (Swamy and Searle, 2012).

Effect of 3D-Printed Models on Cadaveric Dissection in Temporal Bone Training

Objective Mastoidectomy is a cornerstone in the surgical management of middle and inner ear diseases. Unfortunately, training is challenged by insufficient access to human cadavers. Three-dimensional (3D) printing of temporal bones could alleviate this problem, but evidence on their educational effectiveness is lacking. It is largely unknown whether training on 3D-printed temporal bones improves mastoidectomy performance, including on cadavers, and how this training compares with virtual reality (VR) simulation. To address this knowledge gap, this study investigated whether training on 3D-printed temporal bones improves cadaveric dissection performance, and it compared this training with the already-established VR simulation. Study Design Prospective cohort study of an educational intervention. Setting Tertiary university hospital, cadaver dissection laboratory, and simulation center in Copenhagen, Denmark. Methods Eighteen otorhinolaryngology residents (intervention) attending the national temporal bone dissection course received 3 hours of mastoidectomy training on 3D-printed temporal bones. Posttraining cadaver mastoidectomy performances were rated by 3 experts using a validated assessment tool and compared with those of 66 previous course participants (control) who had received time-equivalent VR training prior to dissection. Results The intervention cohort outperformed the controls during cadaver dissection by 29% ( P < .001); their performances were largely similar across training modalities but remained at a modest level (~50% of the maximum score). Conclusion Mastoidectomy skills improved from training on 3D-printed temporal bone and seemingly more so than on time-equivalent VR simulation. Importantly, these skills transferred to cadaveric dissection. Training on 3D-printed temporal bones can effectively supplement cadaver training when learning mastoidectomy.