Gross Anatomy Dissection Videos: Effect on Student Dissection Confidence and Laboratory Examination Scores
Date of Award
Master of Science (MS)
Genetics, Cell Biology & Anatomy
Dr. Shantaram Joshi
Dr. Karen Gould
Dr. Ryan Splittgerber
As medical colleges across the world experience cadaver shortages, faculty shortages, and decreased time allotted to teaching gross anatomy, a need for different teaching modalities has emerged. New ways of teaching are being studied to optimize efficiency and to acquire the same, or better, student outcomes as before the previously mentioned variables became prevalent. This was the stimulus for our research. Dissection videos were made, closely adhering to the dissections performed by Physician Assistant, Physical therapy, and Medical students at the University of Nebraska Medical Center (UNMC). The current Gross Anatomy course at UNMC involves four written examinations covering material discussed in lectures, and four short answer laboratory practicals testing dissections students performed during allotted laboratory hours. The dissection videos were implemented during the last two units of the semester. Student scores from the last two units (when the videos were available) were compared to scores from the first two units (when no videos were available). Reflecting on anonymous surveys completed by students and their examination scores, this study suggests that use of the videos improved examination scores and dissecting, though previous experience with cadavers did play a role. In conclusion, dissection videos may be a viable option for new teaching modalities in the face of less time being devoted to anatomy teaching. Future research is needed to draw a clear conclusion.
Selting, Kevin J. and Gamerl, Jessica, "Gross Anatomy Dissection Videos: Effect on Student Dissection Confidence and Laboratory Examination Scores" (2016). Theses & Dissertations. 105.
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