Interactions and perceptions about the learning process of second year medical students when using non‐conventional anatomical specimens at a Heart and coronary anatomy practical class

Abstract

IntroductionCurrently, several medical education researchers describe a crisis in the Anatomy teaching and learning processes. Multiple alternatives have been developed to strengthen basic knowledge in this area among which non‐conventional preservation techniques (NCPT) are noticeable. These are based on the physicochemical procedures needed to obtain three‐dimensional (3D) models of a desired structure, diminishing biological risk and improving the specimens' shelf life compared to conventional preservation.Looking forward to improve anatomy teaching methods, the objective of this study is to describe the interactions of medical students with representative specimens of the coronary anatomy treated with NCPT during a practical session of anatomy and their perception of the learning process after using them.MethodsThis is a qualitative study because it seeks to holistically understand this educational phenomenon. In medicine, qualitative research is not frequent, but for educational purposes it is essential to understand and optimize future health professionals' learning.Medical students pursuing the anatomy course during the second period of 2015 were selected. 82 students between 18 and 23 years old accepted to participate. 30 fresh animal specimens for dissection and 10 specimens treated with NCPT were used: injection diaphanization (n=5), injection plastination (n=3) and corrosion casting (n=2).Class observation (3 observers), a focal group with the observers and three group interviews with students were selected as assessment tools. Experts validated these and a trial observation was previously carried out.To analyze, the material was transcribed. Dedoose 7 software was used to classify and categorize in 3 levels: integrated interaction, inappropriate interaction and non‐interaction (A, B and C respectively) with NCPT specimens. Each category was observed to identify patterns or tensions and generate the researchers' explanatory models.ResultsSeveral factors change the interaction and students are variable from A, B or C as the class progresses. Lack of training and the possibility of biologically contaminating the NCPT specimen makes the student feel insecure and therefore refrain from manipulating it.Students did not consider NCPT specimens as a source of distraction on their own, but admitted that factors such as class length and gadgets generated loss of concentration. Fresh organs took the attention over NCPT specimens because they could follow step by step the dissection performed by the teacher, although the latter were useful if they needed to explore specific anatomical details. In addition, NCPT specimens are permanently available at the Anatomy Museum for extracurricular use.Students did not designate either specimen type as superior due to the possibility of using 3D structures. However, they did agree that training should be done to ensure proper use of the NCPT specimens along with an explanation of the applicability in future medical practice.ConclusionsNCPT specimens were considered useful tools for anatomy learning regarding the subject considered, notwithstanding the students' attraction for hands‐on activities. These specimens constitute great utility as a complementary tool to identify and review 3D specific structures extracurricularly. No superiority between specimen types was observed.Support or Funding InformationEach participant who voluntarily decided to participate in the study was required to sign an informed consent. The research protocol was assessed by the Universidad de los Andes Research Ethics Committee which approved the project in accordance with current legislation, classified as risk‐free research: record 448 of 2015.