Asad Mohammad R, Asghar Adil, Tadvi Nasir, Ahmed Mohammad M, Nazeer Mohammed, Amir Khwaja M, Nasir Nazim, Shaik Riyaz A, Patra Apurba
Department of Basic Medical Sciences, College of Medicine, Majmaah University, Al Majmaah, SAU.
Anatomy, All India Institute of Medical Sciences, Patna, IND.
Cureus. 2023 Apr 17;15(4):e37713. doi: 10.7759/cureus.37713. eCollection 2023 Apr.
Cadaveric dissection, as a learning tool, has been a part of Indian medical education. Worldwide, with reforms in medical education and the introduction of new learning modalities, cadaveric dissection has been complemented with other modalities such as living anatomy and virtual anatomy. This study aims to collect the feedback of faculty members regarding the role of dissection in the present context of medical education. The method of the study involved a 32-item questionnaire to collect responses; they were collected using the 5-point Likert scale along with two open-ended questions. In general, the closed questions covered these sections: learning styles, interpersonal skills, teaching and learning, dissection, and other learning modes. The principal component analysis was used to explore the multivariate relationships among the items' perceptions. The multivariate regression analysis was conducted between the construct and the latent variable to develop the structural equation model. Four themes, PC1 (learning ability with structural orientation), PC2 (interpersonal skill), PC3 (multimedia-virtual tool), and PC5 (associated factors) had positive relation and were treated as a latent variable motivation for dissection, and theme 4 (PC4, safety) had a negative correlation and was treated as a latent variable repulsion for dissection. It was found that the dissection room is an important place for learning clinical and personal skills, along with empathy, in anatomy education. Safety issues and implementation of stress-coping activities during the induction phase are required. There is also a need to use mixed-method approaches that integrate technology-enhanced learning such as virtual anatomy, living anatomy, and radiological anatomy with cadaveric dissection.
尸体解剖作为一种学习工具，一直是印度医学教育的一部分。在全球范围内，随着医学教育改革和新学习模式的引入，尸体解剖已与活体解剖和虚拟解剖等其他模式相辅相成。本研究旨在收集教师对解剖在当前医学教育背景下作用的反馈。研究方法包括使用一份包含32个条目的问卷来收集回复；采用5点李克特量表以及两个开放式问题进行收集。总体而言，封闭式问题涵盖了这些部分：学习风格、人际交往能力、教学与学习、解剖以及其他学习模式。主成分分析用于探索各项目认知之间的多变量关系。在结构与潜在变量之间进行多元回归分析以构建结构方程模型。四个主题，即PC1（具有结构导向的学习能力）、PC2（人际交往能力）、PC3（多媒体 - 虚拟工具）和PC5（相关因素）具有正相关关系，并被视为解剖的潜在变量动机，而主题4（PC4，安全）具有负相关关系，并被视为解剖的潜在变量排斥因素。研究发现，解剖室是解剖学教育中学习临床和个人技能以及同理心的重要场所。在入门阶段需要解决安全问题并开展压力应对活动。还需要采用混合方法，将虚拟解剖、活体解剖和放射解剖等技术增强型学习与尸体解剖相结合。
