ABSTRACT
Cadaveric dissection is indispensable for anatomy learning. The student - cadaver relationship stabilized on humanities can serve as a simulation for future doctor-patient relationship. Hence bioethics is introduced in the medical curriculum. To achieve the goal of professionalism, cadaveric oath should be conducted on the first day of anatomy dissection, so that medical students can imbibe values like respect, gratitude, compassion, care and dignity towards their first teacher. MethodsThis is an observational study conducted in the Department of Anatomy of J.N.M.C., Sawangi (Meghe), Wardha. On the first day of anatomy dissection, first year medical students were sensitized about the ethical approach towards cadaver. Students were given cadaveric oath. 220 students who participated in the study marked their responses to the questionnaire about the perceptions of cadaveric oath according to the 5 point Likert scale. Data was analysed statistically. Results172 (78.18 %) and 182 (82.73 %) students strongly agreed upon the importance of cadaveric oath in anatomy learning and that it is unique and essential aspect of the medical curriculum respectively. Students agreed that this event helped them to overcome their inhibitions and the event was heart touching and empathetic 98.18 % students strongly agreed that they should be thankful to the family members for the noble gesture of body donation. 95 % students strongly agreed that they are enlightened about the importance of once lived bodies while 97.73 % strongly agreed that cadaver should be treated with respect, compassion, care and dignity. 97.27 % students agreed that cadavers are their silent mentors. Students strongly agreed that cadaveric oath event should be continued for future medical undergraduates and there should be awareness about bioethical education among medical students. ConclusionsIn the present study, cadaveric oath ceremonies helped learners to develop empathy towards their silent mentors. Students strongly agreed that they will always remember the noble gesture of donors for donating their body for medical education and research which cannot be compared to any of the modern-day virtual dissection tool for anatomy learning.
ABSTRACT
Deep knowledge of the shape and dimensions of the glenoid, and variations in normal anatomy of glenoid, are important in the design and fitting of glenoid component in total shoulder arthroplasty. It is also essential while dealing with the pathological conditions like osseous Bankart lesion, osteochondral defects, etc. MethodsThe cross-sectional study was carried out on 122 undamaged dry adult human scapulae. Out of these 122 scapulae, 62 belonged to right side and 60 belonged to left side. Parameters studied were Maximum Scapular Length, Maximum Scapular Breadth, Vertical Glenoid Diameter (VGD), Transverse Glenoid Diameter I (TGD I), Transverse Glenoid Diameter II (TGD II) and Shape of the glenoid cavity. ResultsThe mean maximum scapular length observed was 140.77 ± 8.19 mm on right and 142.30 ± 7.99; the mean maximum scapular breadth was 100.70 ± 7.70 mm on right side and 99.88 ± 5.57 mm on the left; the mean vertical glenoid diameter was 36.09 ± 2.52 mm on the right and 36.40 ± 1.86 mm on the left side; the mean transverse glenoid diameter I (TGD I) was 24.40 ± 3.67 mm on the right side and 23.57 ± 3.41 mm on the left side; the mean transverse glenoid diameter II (TGD II) was 16.02 ± 2.94 mm on the right side and 16.37 ± 3.35 mm on the left side. In all the measurements bilateral differences were not statistically significant (p values ˃0.05). The most common shape of glenoid cavity recorded in the present study was pear shape (50.82%) followed by inverted comma shape (36.89%). The least common shape was oval (12.30%). ConclusionsThe parameters studied were with minimal regional differences when compared to those of other authors in India except that in shape which definitely differs from others.