Dissection in Gross Anatomy Course; The Need for a Learner‐Centered Pedagogy

Abstract

In Nigeria and as far as the medical curriculum is concerned, dissection of cadaveric bodies in gross anatomy course is one of the most important activity in the teaching and learning of anatomical sciences. Dissection, if properly conducted is believed to impact meaningfully in the future generation of medical doctors and professional anatomists especially as it widens their knowledge base and further enhances their basic understanding of clinical manifestations during the course of their training. However, evidences show that the most common methods of teaching used in gross anatomy dissections are teacher‐centered. This article reviewed some teaching methods employed by anatomy educators/demonstrators during dissection sessions in gross anatomy taking a close look at Nigerian Medical Schools. Alternative ways and strategies are discussed to further incorporate learner‐centered pedagogies for the purpose of achieving the goal of dissection in the gross anatomy course. Conclusively, the need has been identified for anatomy educators/demonstrators of various anatomy departments to employ learner‐centered approaches that will enhance and promote effective teaching / learning process during gross anatomy dissections.