Teaching medical gross anatomy with prosections and digital images: advantages and disadvantages

Abstract

Under the impetus of a curricular revision, we have taught Gross Anatomy to medical students in a course of highly compressed duration (9 weeks), replacing full cadaver dissection with study of prosections and digital images. Prosections (92 specimens) were generated by isolating and dissecting regions of donated bodies. Dissections were digitally imaged, often as sequences showing layers of separation, and specific structures were labeled in graphics software. Images were distributed on CD and also printed, laminated and placed next to the prosections, which were arranged in individual trays in the laboratory. Student responses in a post-course questionnaire indicated that most students (61%) spent over 7 hours per week in the laboratory studying the prosections but thought that additional courses in Anatomical dissection (85%) and Radiological anatomy (71%) would be beneficial. We are currently initiating an elective course in dissection and have begun a project to obtain CT scans of cadavers to directly integrate Gross Anatomy and Radiology. Overall, this method of teaching permits efficient study of Gross Anatomy but the effects of the extreme compression of course duration on retention have not, as yet, been evaluated. However, the combination of prosections and digital images allows for study of anatomy in two-and three-dimensional space and can permit integration of study of anatomical structures with radiological images of the same specimens.