No ‘I’ in Anatomy: Group Cadaveric Dissection

Abstract

With the advent of new teaching technologies, gross anatomical education has come under heavy scrutiny. Much of the research focuses on quantitative outcomes; content‐related post‐tests are often the metric for comparison. However, there is a paucity of research surrounding the social nature of interpersonal interaction pertaining to learning around a cadaver. Using a case‐study approach, we will begin to explore the social nature of the cadaver laboratory. The roles filled by students around the dissection table are of special interest. Four random second‐year undergraduate Kinesiology lab groups (n=20) were observed over a nine‐week period during routine labs. Observations were made using recorded video and observational field notes. Participants were also invited to an interview to explore pertinent observations further. Through systematic analysis, we will identify and describe roles within the social context of the laboratory. It is hoped that a better understanding of the qualitative aspects of the laboratory might better inform curricular architecture in the future.Grant Funding Source: Queen Elizabeth Scholarship and Western Graduate Research Scholarship