Cadaver Dissection Course Research Articles

The application of flipped learning to a gross anatomy dissection course.

We implemented flipped learning for a gross anatomy dissection course and compared its effects on students' motivation and academic achievement with those of traditional dissection methods. We invited 142 first-year medical students at Chonnam National University Medical School to participate in this study. All participants engaged in traditional dissection methods in the first part of the study and flipped learning in the latter part. Medical students' motivation to learn anatomy by cadaveric dissection was measured using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model. Thereafter, all students completed a written examination consisting of 96 multiple-choice questions. The students' mean motivational score regarding attention was significantly higher in association with flipped learning than with traditional learning. However, the students' mean motivational scores regarding relevance, confidence, and satisfaction were not significantly different between the methods. Additionally, the mean anatomy practice test score was significantly higher in association with flipped learning than with traditional learning. The students' motivational scores and anatomy practice test scores associated with flipped learning positively correlated with the extent of learning material completion. The students' responses indicated that flipped learning helped enhance the learning process, improve time management, reduce confusion during practice, and promote independent practice. The application of flipped learning to a cadaveric dissection course increased individual learning motivation, which improved learning activities both in and out of class, as well as academic achievement.

940 The Metaverse as a Potential Solution for the Delivery of Global Health Education

Abstract Aim We describe a novel approach to the delivery of global health education (GHE) via the utilisation of the Metaverse. In 2015, the Lancet Commission on Global Surgery identified that the global burden of disease amenable to surgical intervention is substantial and growing. Virtual Reality in Medicine and Surgery (VRiMS) is an academic working group based at Brighton and Sussex Medical School (BSMS) devoted to creating technology-based solutions in surgical and medical training and education. Method 10 East African surgeons were selected to attend a 5-day cadaveric dissection course in-person in Brighton, on fully funded scholarships. A parallel conference was also run in Kampala, Uganda and >1000 delegates attended remotely from 61 different countries. A proof of concept of the metaverse was created using the software Spatial. Delegates from the in-person course in Brighton and Kampala used Oculus and PICO headsets in order to access and interact within the metaverse build. Both a quantitative and qualitative approach was implemented for data collection utilising a survey as well semi-structured interviews. Results Feedback was positive and highlighted the interactivity of the platform, the multiple types of content which could be accessed and the level of immersion it provided. The majority of delegates felt that the metaverse could be beneficial in the delivery of medical and surgical education globally. Conclusions The Metaverse could be a novel approach in tackling issues in global health and global surgery and extensive future work related to its validity as an educational resource could be beneficial to trainees worldwide.

Feasibility of a fascial flap to avoid anterior transposition of unstable Ulnar nerve: A cadaver study

BackgroundCompression of the ulnar nerve at the elbow is the second most frequent site of nerve compression in the upper limb. Upon release, anteposition of the nerve may be necessary to avoid dislocation of the latter when unstable. Numerous techniques are described in the literature (subcutaneous transposition, intramuscular transposition, subfascial transposition, medial epicondylectomy …), none of which is without complications. Based on Han's work, the authors propose a technique of covering the ulnar nerve with epicondylar fascial flap, avoiding transposition, but ensuring good stability of the ulnar nerve. MethodsAs part of the SICM (Italian Society of Hand Surgery) cadaver dissection course (ICLO, Verona, Italy) the authors dissected 36 elbows, of which 20 presented subluxation of the ulnar nerve after its decompression. The fascial flap was therefore made on these 20 elbows, coming from 14 different donors (9 men, 5 women) with an average age of 78 years. The diameter of the ulnar nerve was then measured (at the level of the passage in the cubital canal), the diameter of the newly formed canal, the difference between the two previous measurements (residual space in the flexed elbow canal), and it was verified whether the ulnar nerve was unstable once covered by the flap. ResultsThe mean diameter of the ulnar nerve was 5.1 mm (range 4–6), while the mean diameter of the neo-canal was 10.1 mm (range 8–11) in elbow extension and 8.9 mm (range 7–10) in elbow flexion. The remaining space in the flexed elbow canal was 3.8 mm (range 3–5).In none of the 20 cases the ulnar nerve was dislocated after having made the fascial flap. ConlusionsIn light of the results obtained, the authors think that the use of the epicondylar fascial flap may be a solution to keep in mind to avoid dislocation of the ulnar nerve when it becomes unstable following its decompression. This work obviously needs clinical confirmation on living patients. Level of evidenceV.

Piloting an Interprofessional Virtual Cadaveric Dissection Course: Responding to COVID-19.

Interprofessional learning improves students' clinical and interprofessional competencies. COVID-19 prevented delivering in-person education and motivated the development of a virtual interprofessional cadaveric dissection (ICD) course. This study reports on the effects of a virtual ICD course compared to a previously delivered in-person course, on students' readiness for, and perceptions about, interprofessional learning. Students attending the ICD course in-person (2019-2020) or virtually (2020-2021) completed the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS). Students in the virtual course also provided written feedback. Thirty-two (24 women; Median: 24 [Q1-Q3: 22-25] yrs.) and twenty-three students (18 women; 22 [21-23] yrs.) attended the in-person and virtual courses, respectively. In the virtual cohort, the RIPLS total score (82 [76-87] vs. 85 [78-90]; p=0.034) and the roles and responsibilities sub-score (11 [9-12] vs. 12 [11-13]; p=0.001) improved significantly. In the in-person cohort, the roles and responsibilities sub-score improved significantly (12 [10-14] vs. 13 [11-14]; p=0.017). No significant differences were observed between cohorts (p<0.05). Themes identified in the qualitative analysis were advantages & positive experiences, competencies acquired, disadvantages & challenges, and preferences & suggestions. In-person and virtual ICD courses seem to have similar effects on students' interprofessional learning. However, students reported preferring the in-person setting for learning anatomy-dissection skills.

Innovation in Delivering a Live, Virtual Cadaver Dissection Course.

The availability of advanced telecommunication technology and the social restrictions introduced by a global pandemic have compelled the medical community to explore new avenues of surgical education. Although cadaver courses have long been a fundamental method for learning surgical anatomy and improving operative preparedness, the COVID-19 pandemic has made traditional dissections less practical. The need for quality virtual learning experiences motivated the authors to design and assess the feasibility of organizing a live, virtual upper extremity peripheral nerve cadaver dissection course. Three phases were critical when developing the course: preplanning, planning, and execution. The success of the live, virtual cadaver dissection depended not only on a detailed curriculum, but the technological audio-video-internet needs to effectively communicate and interact with the viewers. Virtual learning mitigates the risks of in-person dissection courses during a global pandemic and can be enhanced with interactive media (e.g., illustrations and schematics) to augment learning experiences.

Cochlear Implant Surgery: Virtual Reality Simulation Training and Transfer of Skills to Cadaver Dissection-A Randomized, Controlled Trial.

Cochlear implantation requires excellent surgical skills; virtual reality simulation training is an effective method for acquiring basic competency in temporal bone surgery before progression to cadaver dissection. However, cochlear implantation virtual reality simulation training remains largely unexplored and only one simulator currently supports the training of the cochlear implantation electrode insertion. Here, we aim to evaluate the effect of cochlear implantation virtual reality simulation training on subsequent cadaver dissection performance and self-directedness. This was a randomized, controlled trial. Eighteen otolaryngology residents were randomized to either mastoidectomy including cochlear implantation virtual reality simulation training (intervention) or mastoidectomy virtual reality simulation training alone (controls) before cadaver cochlear implantation surgery. Surgical performance was evaluated by two blinded expert raters using a validated, structured assess- ment tool. The need for supervision (reflecting self-directedness) was assessed via post-dissection questionnaires. The intervention group achieved a mean score of 22.9 points of a maximum of 44 points, which was 5.4% higher than the control group's 21.8 points (P = .51). On average, the intervention group required assistance 1.3 times during cadaver drilling; this was 41% more frequent in the control group who received assistance 1.9 times (P = .21). Cochlear implantation virtual reality simulation training is feasible in the context of a cadaver dissection course. The addition of cochlear implantation virtual reality training to basic mastoidectomy virtual reality simulation training did not lead to a significant improvement of performance or self-directedness in this study. Our findings suggest that learning an advanced temporal bone procedure such as cochlear implantation surgery requires much more training than learning mastoidectomy.

Rare Forearm Muscle Variations Seen in Two Cadaveric Dissections

IntroductionAnatomical variations of the forearm muscles have been widely reported within the scientific literature, including variations or absence of the extensor pollicis brevis (EPB) and extensor pollicis longus (EPL) muscles. Rare instances have been found of an additional extensor forearm muscle, the extensor carpi radialis accessorius (ECRA). The authors describe a unique extra muscle originating from the muscle belly of the extensor carpi radialis longus (ECRL) and the distal humerus in two cadavers. One of these cadavers also had a complete absence of the EPB and an EPL with two sites of insertion.Case PresentationsDuring a cadaveric dissection course, two cadavers were found to have an extra extensor muscle of the left forearm. In both cases this muscle originated from the lateral surface of the ECRL muscle belly and the distal humerus; both muscles had a single tendon that traveled through the first extensor tunnel with the tendons of the abductor pollicis longus (APL) to insert onto the base of the first metacarpal. In addition, in one cadaver the EPB muscle was absent and the tendon of the EPL divided distally to insert into both the proximal and distal phalanx of the thumb.DiscussionThe ECRA is a rare additional extensor forearm muscle described to originate from the humerus below the ECRL and inserts into the first metacarpal bone of the thumb. The ECRA found in each of our two cadavers had an unusual origin from the muscle belly of the ECRL and from the distal humerus superior to the ECRL. This finding adds to the handful of known variations in the ECRA. The EPL and EPB are deep posterior forearm muscles. The EPL usually originates from the middle third of the ulna and inserts onto the base of the distal phalanx of the thumb. The EPB usually originates from the dorsal surface of the interosseous membrane and inserts onto the proximal phalanx of the thumb. In addition to the ECRA found in the left forearm, one of the cadavers also had anatomical variations in the extensor pollicis muscles on the same side. The EPB was absent and the EPL tendon divided distally to insert into the proximal and distal phalanx of the thumb. Variations in the EPB are common, and instances of an absent EPB have been cited in the literature. The EPL variation is most consistent with Turker Classification 1g. It’s possible this represents an anatomical adaptation to compensate for the absent EPB.ConclusionWhile an ECRA muscle is already rare, even more unusual is an ECRA originating from the ECRL and from the distal humerus superior to the ECRL and has not been reported. In addition, the concurrent existence of the three anatomic abnormalities within the same forearm has not been described previously. Knowledge of possible variants in forearm anatomy is crucial for surgeons to have a full understanding of possible causes of pathology. Alternatively, lack of awareness may cause diagnostic confusion or treatment failures.

Head-neck dissection course during COVID-19 pandemic: challenges, adaptations and how we did it.

Cadaveric dissection courses have come to a standstill since the onset of the COVID-19 pandemic. In addition to limited operative opportunities, cancellation of such courses has severely impacted surgical training, especially in a craft-based specialty such as head-neck surgery. The aim of this educational project was to: (1) study the feasibility of an in-person head-neck cadaveric dissection course during COVID-19 pandemic; and (2) validate the educational benefit of this teaching method to ear, nose and throat (ENT) trainees. We developed a 2-day head-neck cadaveric dissection course for ENT trainees. The course programme covered essential head-neck open surgical procedures. Content validity (subjective feedback) was assessed using a 5-point Likert scale. Construct validity (objective usefulness) was evaluated via two pre- and post-course questionnaires, estimating knowledge of head-neck surgical anatomy and self-assessment of levels of confidence with head-neck procedures, respectively. A risk assessment was conducted and a protocol developed (risk was deemed to be low/tolerable). Content validity showed high satisfaction compared with a median Likert score of 3, 'average' (p=0.000002). For construct validity, the mean score per question improved significantly (p=0.001). Overall levels of confidence showed a trend towards improvement (p=0.08). There was significant improvement in laryngectomy (p=0.01) and level I dissection (p=0.01), with an indication of improvement in level II-V dissection (p=0.07). We demonstrated that a cadaveric dissection course, using thorough risk assessment and protocol, could be safely conducted with high content and construct validation during these unprecedented times. This is an invaluable learning environment that needs to be encouraged despite infection control restrictions.

The effect of simulation-based education before a cadaver dissection course.

Although the methods for medical education continue to evolve due to the development of medicines, the cadaver dissection course still plays a fundamental role. The cadaver dissection course allows students to learn to handle instruments correctly while actively exploring three-dimensional anatomy. However, dissection comes with the risk of accidental injury. In recent years, the number of classes offered for the cadaver dissection course has decreased while the amount of knowledge required in clinical medicine has increased. Simulation-based education (SBE) has been proven to be an effective educational method that enhances the development of practical skills by integrating learners' knowledge and skills. This study aimed to investigate the effect of SBE as a preparatory education course when taken prior to a medical student's enrollment in the cadaver dissection course. In the present study, an SBE assuming practical cadaver dissection course was performed in the Clinical Simulation Center. The frequency of injury rates per 1000h of cadaver dissection course was significantly less in 2017 and 2018 compared to that in 2016. Two years after the implementation of the SBE, average student self-efficacy scores and written examination scores significantly increased, whereas self-contentment scores were relatively unchanged. The results showed that the implementation of SBE decreased the incidence of injuries and improved students' overall self-efficacy scores and increased acquisition of knowledge evident on written examination score. Therefore, SBE as a preparatory education course may effectively promote the combined development of dissection skills and anatomical knowledge in the subsequent fundamental cadaver dissection course.

Integrating Innovative Handheld Portable Cordless Ultrasound‐Probe‐System with Artificial Intelligence for Pre‐Healthcare Students in Human Cadaver Lab Course

INTRODUCTIONThe importance of ultrasound regarding its depth and breadth across medical fields continues to expand in development and use while affordability improves for the user and patient. Sonoanatomy is important for interpreting the anatomical architecture adjacent to the probe. Medical educators responsible for teaching ultrasound are faced with two obstacles, teaching how to drive the ultrasound technology and understanding the surface, static and dynamic sonoanatomy of the regions of the body.AIMThe aim of this study was to identify and teach sonoanatomy with ultrasound which limits or removes driving the knobology associated with traditional ultrasound technology.METHODSLiterature search was conducted to identify an ultrasound probe system which is handheld, cordless, with no buttons and uses artificial intelligence to provide diagnostic quality imaging. An upper division baccalaureate semester cadaver dissection course (pre healthcare Gen Z students N=14) which included sonoanatomy teaching and examination with a traditional cart ultrasound probe system was the arena to introduce such technology. Students rotated during every dissection lab to practice ultrasound probe positioning, image acquisition and anatomy interpretation.RESULTSClarius handheld wireless multiprobe ultrasound‐probe‐system compatible with Apple and Android mobile devices was identified and used equally with traditional cart ultrasound. Students were successfully taught surface and regional sonoanatomy in lectures and tutorials using exam results.DISCUSSIONClarius is shock and water resistant and utilizes automated AI with a real time automated time‐gain‐compensation (TGC) engine. Traditional ultrasound systems require users adjusting several TGC controls (knobs) to optimize imaging and often when changing scanning planes, attenuation variance forces users to adjust TGC often resulting in failed images adding to the learning curve. Clarius automated AI overrides user interaction with TGC controls if desired. Analyzing each single ultrasound image captured during scanning at rates of 30 frames per second, gain can be tuned with high level precision to 1mm, all in real‐time, with instant feedback resulting in quality images.CONCLUSIONStudents preferred not having to adjust knobs and performed better acquiring quality images with Clarius probe system on cadaver and simulation exercises then with a traditional ultrasound cart system. This pilot project suggests more Clarius ultrasound studies could be used to train novices in healthcare.

The effect of cadaveric hands-on training model on surgical skills and confidence for transobturator tape surgery

Objective:To demonstrate the role of cadaveric hands-on training model on surgical skills and confidence levels of surgeons during transobturator tape (TOT) surgery.Material and Methods:A pre-test and post-test evaluation to measure skills during the practice of the steps of TOT surgery was performed on a total of 15 postgraduate urologists and gynecologists during a urogynecologic cadaveric dissection course. The course was shaped with regard to theoretical lessons, full pelvic cadaveric dissection and TOT surgery on cadavers.Results:Good handling of the TOT needle, identifying the right place for groin incision, adequate size of groin incision, identifying the right place for incision at the anterior vagina, dissection of bladder pillars from the vagina, identifying the right place at the vaginal foramina for TOT needle exit, and good placement of mesh were reviewed. The post-test scores were statistically significant for all parameters and also for self confidence level (p<0.001).Conclusion:Cadaveric workshops are important landmarks of surgical education to improve surgical skills, and gain experience and confidence.

Willem Fourie: Obituary

Willem Fourie graduated from the University of Pretoria in 1976 as a physiotherapist. A family man, husband, father, grandfather, and international expert in the field of research and science, he trained his sights on the treatment of scar tissue and the treatment of the consequences of surgical interventions in post-operative breast cancer patients. A talented therapist and a loving human being, Willem's work touched the lives of many. From 1986 to 1991 he was Control Physiotherapist at the Chamber of Mines (Cottesloe) Hospital, Johannesburg. During this period Willem was also Head of Physiotherapy at Westvaal Hospital, Vaal Reefs Gold Mine, Orkney. He gained experience in sports physiotherapy at both the provincial and international level and he had extensive experience of treating trauma and providing effective rehabilitation for workers in the mining industry. Willem was competent in his knowledge of anatomy generally and fascia specifically. His reserved disposition was one of his enduring traits and when it came to the topic of fascia or scar therapy Willem was a leading authoritative figure on the global stage. In 2017 he gave a talk on urogynaecology for surgeons in Cape Town on how scars influence the pelvic floor. He had been asked to lead and demonstrate a dissection afternoon on the fascia of the pelvic floor/abdomen relationships, and his time spent as a dissector in the School of Anatomical Sciences of the University of the Witwatersrand Medical School in Johannesburg, South Africa paid off generously as the surgeons and others involved gained much from the presentation. Willem also had a strong interest in the topic of anatomy and fascia. He offered his skills and knowledge in the Department of Anatomy and Human Identification, University of Dundee, at the 2018 biotensegrity-focused Thiel cadaver dissection course, and his dissection skills and knowledge of anatomy provided valuable insight to all attendees. In his leisure time, Willem loved to cycle. On one occasion he wrote describing the wonderful day he had spent cycling in the Cotswolds in south central England while on one of his many touring workshops wandering the globe, and it was a travesty to learn of Willem's death due to a road traffic accident while out riding his bike close to his home in Johannesburg in South Africa. Though his clinical practice in physiotherapy was situated in South Africa, Willem traveled extensively, presenting at conferences and providing workshops and short courses to thousands of therapists across the globe, providing a special focus on scar tissue due to post-operative breast cancer treatment. On one such occasion in 2017, Willem and I sat in a Bistro in the Ivanhoe Inn on Saintfield Road, Carryduff, in Belfast, taking a short but well-deserved break while on a teaching tour that would include Manchester and Holland before returning to South Africa. During that conversation, armed with a quick wit and a keen appetite for conversation, Willem talked about one of the other loves of his life: craft beers. Willem loved a great tasting craft beer and he loved a good conversation about the time and effort that goes into producing it. Willem Fourie was a complete one-off and his spirit of sharing, educating, and his focus on detail will be sorely missed. His legacy will live on in those therapists who were fortunate enough to have shared his knowledge, skills and experience. Willie, as he was affectionately known, is survived by his loving wife Trudie, his children Elsa (Manie), Lizelle (Wynand), Pieter (Brenna) and Willem, his sister Susan, his grandchildren, his family and his many friends around the world.

Impact of a gynecologic oncology cadaveric dissection course for surgical training

Objectives: The aim of this study was to measure the educational efficacy of a gynecologic oncology cadaveric dissection course on fellows and specialists. Methods: After the radical and reconstructive vulvar and abdominal gynecologic cancer surgery cadaveric course, a post-course survey was applied to evaluate the improvement in topographic surgical anatomy and the effect on broadening the surgical experience. Results: Totally 10 and 16 participants attended to the vulvar cancer surgery cadaveric dissection course and abdominal gynecologic cancer surgery cadaveric dissection course, respectively. All participants stated that they had an improvement in topographic surgical anatomy and they found the cadaveric workshop beneficial to broaden the surgical experience. All participants suggested this kind of courses to learn the proper techniques of a surgical procedure in a comfortable and non-stressful setting and improve the surgical skills for rare and complicated surgeries. Conclusion: Cadaveric dissection courses in the field of gynecologic oncology tailor the surgical anatomy education and improve the training

The 5th WFNS Spine Committee Biennial Conference in conjunction with The 22nd Annual Scientific Meeting of Indonesian Neurosurgical Society (INS), The 12th Asian Epilepsy Surgery Congress (AESC) and, The 2nd International Fujita Bantane Interim Meeting

Dear Friends,It is our great pleasure to invite you to The 5th WFNS Spine Committee Biennial Conference of WFNS which will be held at Bali, Indonesia between October 25th - 27th, 2018. WFNS scientific committees try to contribute to the education and progress of sub disciplines of neurosurgery. Spine surgery is getting a high interest and Spine Committee Symposia every two years are the largest activity of the committee. I am happy to invite you to Bali, Indonesia to endorse activities in this part of the world. This meeting will be in conjunction with the Annual Meeting of Indonesian Neurological Society, Asian Epilepsy Surgery Congress. On October 25, a one-day cadaver dissection course will be held in Surabaya. The meeting aims to reach a large number of audience, thus contribute to the spine education in this area more effectively. There will be “intense”, and full of excellent lectures from prominent experts, results of implementation of new procedures, case discussions, debate sessions, video demonstrations, and workshops from industry. The location of our congress is Bali island, one of the most beautiful and exotic place of the world. We really hope that it will endow us with many precious and long-lasting memories to cherish. We look forward to seeing you in Bali in October 2018.Co-chairman of the WFNS Spine Committee.

Trial integration of combined ultrasound and laparoscopy tuition in an undergraduate anatomy class with volunteer participation — A pilot study

Anatomy is a cornerstone of medical undergraduate curricula. Due to increasing changes in various medical fields, a lot of new subjects were introduced in undergraduate curricula, while the teaching areas of basic sciences, i.e. anatomy, were reduced. The introduction of advanced diagnostic and therapeutic devices, i.e. ultrasound and laparoscopy, with outstanding imaging quality will be increasingly introduced in basic sciences. In our project, we examined the effect integrating ultrasound and laparoscopy in an anatomy undergraduate course to illustrate the female pelvis. Anatomy students that completed their practicum and cadaver dissection course were enrolled in our project. They received a theoretical introduction followed by a practical course of ultrasound or laparoscopy in the department of obstetrics and gynaecology. Following the course the students had to answer two questionnaires that evaluated their satisfaction, subjective knowledge-gain, problems and content of the course. At the end, a closing briefing was done to discuss the clinical skills and the course. The answers of the questionnaire were summed up in a Likert scale. 25 students were enrolled in the project. 52% attended laparoscopy operations, while 48% attended ultrasound examinations. After analysing the questionnaires using Likert scales (1=strongly agree, 5=strongly disagree) a general satisfaction of 1.5, a subjective knowledge gain of 2.4 and a thrive to extend these clinical skill programs in gynaecology and other specialities in basic science of 1.5 and 1.2, respectively, was reported. There were no statistically significant differences in the Likert scores between both groups (p>0.05). The introduction of ultrasound and laparoscopy in undergraduate basic science teaching programs is a promising method and should be further evaluated, standardized and expanded.

Course Review: Birmingham and Coventry Hand and Forearm Cadaveric Dissection Course.

Hand surgery constitutes an important part of plastic surgery and orthopedic training curricula. Although the value of simulation-based training is being increasingly recognized, attendance at such courses may be limited owing to cost, availability, and non-learner-centered schedules.The Birmingham and Coventry hand and forearm cadaveric dissection course is a 1-day course with a loose agenda that offers an inexpensive and learner-centered approach toward surgical access, dissection, and soft tissue coverage in the upper limb. This course is held in Coventry, United Kingdom, at a cost of £165 ($220 US dollars). In this review, we provide an evaluation of the course.

Mixed-Method Evaluation of a Cadaver Dissection Course for General Surgery Interns: An Innovative Approach for Filling the Gap Between Gross Anatomy and the Operating Room

To evaluate an innovative whole cadaver dissection curriculum designed to focus on teaching procedure-relevant anatomy and surgical skills to surgery interns. A mixed methods explanatory sequential design incorporating both quantitative and qualitative evaluations was used to evaluate the cadaver dissection course. Quantitative data were prospectively collected and retrospectively reviewed in order to compare anatomy knowledge and operative skills before and after the course. In the qualitative phase, open-ended telephone interviews were conducted in order to explore the major strengths and weaknesses of the course and gain a more in-depth understanding of resident perceptions and attitudes toward the course. All UCLA categorical surgery interns who have undergone the cadaver dissection curriculum between the years 2010 to 2016 were recruited for evaluation and interview. From 2010 to 2016, 6 to 7 categorical surgery interns were enrolled in the cadaver dissection course each year. Anatomy practical examination scores increased following implementation of the course from 50.5% to 83.5% (p < 0.01). Faculty ratings of operative skills improved as well (average Likert scale rating for technical skills improved from 4.1 ± 0.4 to 4.4 ± 0.3, p = 0.06). Almost all interviewees (96%) reported that the course improved their knowledge of anatomy, and 78% of respondents believed the course was conducive to improving technical skills. We believe that cadaver dissection courses offer a superior educational model for teaching clinically relevant anatomy as well as surgical skills. We found improvements in anatomy knowledge and technical skills, and trainees expressed strongly favorable views of the program.

Student Approach to Learning in a Bachelor Level Cadaver Dissection Course

The objective of this study was to determine how students' approach to learning changes through a semester‐long cadaver dissection course and if in‐class and online integrative drawing and concept‐mapping exercises can shift student approach to learning and diversity of study methods employed. Study participants were 67 fourth‐year bachelor students from two cohorts of a semester‐long anatomy course with lecture and cadaver dissection. At the beginning and end of the course students completed the revised two‐factor Study Process Questionnaire (Biggs, British Journal of Educational Psychology, 2001, 71, 133–149) to assess deep and surface motivation and strategies in their approach to learning. At the same time students responded to open‐ended questions regarding study methods. Course exercises included demonstrations of concept mapping, time in lecture for group work, and online forums where students posted diagrams responding to prompts asking students to integrate sympathetic and parasympathetic innervation, or the muscles, innervations, and secretions within the digestive system. Some individual students showed major shifts in their approach to learning however there was not a significant overall trend toward either deep or surface learning over the course and no influence of participation in the class exercises on approach to learning. There was a modest positive correlation between deep approach to learning at the end of the course and overall performance (r=0.30, p&lt;0.05). In conclusion, the class exercises did not measurably alter student approach to learning, but open‐ended questions indicated that students enjoyed the integrative exercises and felt the skills they learned were applicable in other courses. This perceived value of the exercises could be more generally attributed to an increased awareness of the learning process.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Post-Traumatic Stress and Academic Performance Among Entry-Level Doctoral Physical Therapy Students in a Human Anatomy Cadaver Dissection Course

Background: Dissection of human cadavers can be a stressful experience for students. Purpose: The purposes of this study were twofold: 1) to determine if physical therapy students develop or experience a worsening of post-traumatic stress disorder (PTSD) symptoms during exposure to and dissection of human cadavers; and 2) to determine if these symptoms are related to academic performance. Methods: Previous history of a diagnosis of anxiety or post-traumatic stress disorder and level of prior exposure to cadavers were recorded among 26 entry-level first semester doctoral students in physical therapy (DPT) taking gross human anatomy. Their level of anxiety about working with cadavers before and after the course was recorded. The Life Events Checklist (LEC-5) for Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) was used as a self-report measure to record potentially traumatic events in a subject’s life prior to the study and during the course. Subjects also completed the Post-Traumatic Stress Disorder Checklist (PCL-5) at the beginning and end of the course to assess for symptoms of post-traumatic stress disorder. Student performance was assessed using written and practical examination grades. Results: Overall, the PCL-5 score for the group decreased significantly over the semester (p = 0.01). However, 3 subjects’ PCL-5 scores increased. Risk factors present among these subjects included previous diagnosis of post-traumatic stress disorder or anxiety, combat exposure, history of physical or sexual abuse, lack of previous exposure to cadavers, and coinciding traumatic events. Written examination performance was not significantly related to either change in PCL-5 (p = 0.84) or post-PCL-5 (p = 0.69) scores. Practical examination performance was not significantly related to either change in PCL-5 (p = 0.28) or post-PCL-5 (p = 0.51) scores. However, consistent with previous research, students with a history of post-traumatic stress disorder and/or anxiety did have statistically significant lower written examination scores. Conclusions: Physical therapy students neither developed nor experienced a worsening of, but rather a reduction in, PTSD symptoms during exposure to and dissection of human cadavers. Overall, symptoms of PTSD did not seem to be related to academic performance.

Para-psychobiotic Lactobacillus gasseri CP2305 ameliorates stress-related symptoms and sleep quality.

To confirm the stress-relieving effects of heat-inactivated, enteric-colonizing Lactobacillus gasseri CP2305 (paraprobiotic CP2305) in medical students taking a cadaver dissection course. Healthy students (21 males and 11 females) took paraprobiotic CP2305 daily for 5weeks during a cadaver dissection course. The General Health Questionnaire and the Pittsburgh Sleep Quality Index were employed to assess stress-related somatic symptoms and sleep quality respectively. The aggravation of stress-associated somatic symptoms was observed in female students (P=0·029). Sleep quality was improved in the paraprobiotic CP2305 group (P=0·038), particularly in men (P=0·004). Among men, paraprobiotic CP2305 shortened sleep latency (P=0·035) and increased sleep duration (P=0·048). Diarrhoea-like symptoms were also effectively controlled with CP2305 (P=0·005) in men. Thus, we observed sex-related differences in the effects of paraprobiotic CP2305. In addition, CP2305 affected the growth of faecal Bacteroides vulgatus and Dorea longicatena, which are involved in intestinal inflammation. CP2305 is a potential paraprobiotic that regulates stress responses, and its beneficial effects may depend on specific cell component(s). This study characterizes the effects of a stress-relieving para-psychobiotic in humans.