The influence of dissection on clinical anatomical knowledge for surgical needs

Andreas Sammer,Georg Feigl

doi:10.1007/s00276-021-02802-w

Andreas Sammer, Georg Feigl

Open Access

https://doi.org/10.1007/s00276-021-02802-w

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Abstract

PurposeDue to the ongoing discussion of the usefulness of dissection on human bodies in medical curricula, we investigated the influence of anatomical knowledge collected in the dissection course and requested for modules of visceral surgery.MethodsStudents attending the dissection course of topographic anatomy had to answer a questionnaire of 22 questions with focus on anatomical knowledge required for visceral surgical modules. Failure was defined as 13 or fewer correct answers, success categorized as high, good or moderate. The same questionnaire was handed out to 245 students prior to the module on visceral surgery. Students provided information on which regions they had dissected during the course or prior to the module. The results were compared to the result of a written Multiple Choice Question (MCQ) exam of the module visceral surgery (n = 160 students) with an unannounced primary focus on anatomy.ResultsStudents who dissected the truncal regions of the human body succeeded in answering the questionnaire with high success. Students dissecting regions of the Head/Neck or Limbs had a high failure rate, and none of them reached the “high” success level. In the MCQ exam, students dissecting truncal regions had a high success rate, while those who had not dissected or who dissected the Head/Neck or Limbs had a high failure rate.ConclusionDissections support and improve the required knowledge for surgical modules. For the visceral surgical module, students dissecting the region prior to the module greatly benefited. Therefore, entire human body dissection assumes to be preferable.

Highlights

Anatomical dissection courses are basic components in most of the medical curricula in countries with access to bodies donated to science and teaching
In terms of vertical integration of anatomy in the medical curriculum [15], anatomical knowledge should not be used only for systematic or topographic anatomy, but in the clinical anatomical sense as well; it is seen as the basis
In terms of subgroups 1/B1 to 1/B4, the failure rate was, according to the number of students allocated to each subgroup, for 1/B1 92.9%, 1/B2 91.8%, 1/B3 100% and 1/ B4 88.9%

Summary

Introduction

Anatomical dissection courses are basic components in most of the medical curricula in countries with access to bodies donated to science and teaching (bdtsat). A surgical module might be completed 1–3 years after attending the dissection course When participating in this module, students should not be overwhelmed by the stress of relearning anatomy, and should instead concentrate on the clinical contents of the module, which should be mainly surgical. In these modules, students routinely have their first experiences in the operation room, assisting surgeons

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