Mutyala S, Cahill D R
Mayo Graduate School of Medicine, Rochester, Minnesota, USA.
Clin Anat. 1996;9(1):53-6. doi: 10.1002/(SICI)1098-2353(1996)9:1<53::AID-CA11>3.0.CO;2-9.
The medical school I (S.M.) attended did not require dissection of a cadaver to fulfill the requirements of the anatomy curriculum. I had "learned" human anatomy through lectures, text books, and an atlas, but did no dissection. Although it was difficult doing anatomy that way, I passed basic science exams with high marks and did well on the board exams (NBME). I graduated from medical school with distinction and thought I was well prepared for residency. To my surprise, dissection of the orbit and periorbital regions and cranial cavity were included in my ophthalmology residency and were to pose a challenge for me. I requested the aid of a medical school anatomist to help me face this challenge. Not only did I learn the art of dissection, I gained considerable knowledge in anatomy (much of it clinically relevant), acquired better skill with surgical instruments and enhanced my logical and critical thinking ability. This viewpoint is based upon a diary I kept during my dissection experience.
我（S.M.）就读的医学院并不要求解剖尸体来满足解剖学课程的要求。我通过讲座、教科书和一本图谱“学习”了人体解剖学，但没有进行解剖。虽然那样学习解剖学很困难，但我在基础科学考试中取得了高分，并且在执业医师资格考试（NBME）中表现出色。我以优异成绩从医学院毕业，并认为自己为住院医师培训做好了充分准备。令我惊讶的是，眼眶和眶周区域以及颅腔的解剖被纳入了我的眼科住院医师培训内容，这对我来说是个挑战。我请求一位医学院解剖学家帮助我应对这一挑战。我不仅学到了解剖的技巧，还在解剖学方面获得了相当多的知识（其中很多与临床相关），提高了使用手术器械的技能，并增强了我的逻辑和批判性思维能力。这个观点基于我在解剖经历期间所写的一本日记。
