Rotation and reorganization of dissection groups promotes professionalism and enhances cadaver based learning

Abstract

In order to promote both professionalism and exposure to human anatomical variation, the integrated first year medical curriculum at Morehouse School of Medicine has developed a program combining periodic dissection group rotation and reorganization with regular group quizzes. Reorganization involves changing the membership of each dissection team; rotation involves moving teams to new cadavers. Group quizzes are shared scoring demonstrations of each team's dissections. Group restructuring ensures each dissecting team is composed of academically and demographically diverse individuals, repeatedly introducing students to new learning cohorts. Unlike traditional static group assignments, dissection team reorganization advances professionalism by tightly linking individual and group responsibility and accountability, emphasizing cooperative work habits within shifting environments, and underscoring the need for ongoing development of interpersonal communication and tolerance. Dissection of multiple cadavers throughout the course highlights human anatomical variation, one of the major educational benefits of cadaver based gross anatomy. Group quizzes serve to further promote cooperative engagement in active learning and support among group members. Student buy‐in to this methodology has been very positive, and we regard this dissection system as highly successful.Grant Funding Source: Supported in part by NIH PO3 1B04017 and G12‐RR 03034