Abstract
This article was migrated. The article was marked as recommended. Introduction: The usage of audio-visual aids in medical education has always been rewarding. This study aimed at evaluating the efficacy of supplementing traditional dissection based laboratories with the video demonstration of specimens. Methods: The study was conducted among first-year osteopathic medical students of two consecutive years. The laboratory demonstration videos were recorded and provided to the experimental group and the previous class served as the historical controls. Two Likert scale based questionnaires were completed by the experimental group before and after their final examination. The students' performance in the Anatomy practical examinations were compared between the two groups. Results: The students' response showed that the videos added value to their knowledge. The videos helped them in understanding the structures in the dissection lab with ease they felt more confident about the examinations. The experimental group scored significantly higher grades in the practical examinations than the control group. The results confirm that the video demonstration has a positive impact on the traditional dissection method. Conclusion: The effect on the student's perception is impressive and the positive outcome in the examination grades adds on to the significance of this teaching methodology. Integration of multimedia with dissection is suggested as a helpful model to improve Anatomy learning process.
Highlights
The usage of audio-visual aids in medical education has always been rewarding
Cadaveric dissection has been the mainstream of delivering an anatomy curriculum in medical schools (Dissabandara et al, 2015)
The dissection was supervised by the anatomy faculty who rotated among the stations periodically
Summary
The usage of audio-visual aids in medical education has always been rewarding. Anatomy is always viewed as one of the most remarkable components of medical education. Cadaveric dissection has been the mainstream of delivering an anatomy curriculum in medical schools (Dissabandara et al, 2015). Time intensity, the requirement for highly skilled teachers and the emotionally challenging nature of cadaveric dissection as potential disadvantages of cadaveric dissection (Finkelstein and Mathers, 1990). The relevance of clinical medicine to basic sciences underwent a major re-evaluation, resulting in reduced course hours for the basic sciences (Drake 2002). A result of medical school curricular reform has been a drastic reduction in time, form, and content of anatomic instruction and some universities no longer require dissection. The removal or attenuation of cadaver dissection is bound to impair the student’s ability to apply the scientific method during diagnosis (Aziz et al, 2002)
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