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@#Introduction: Anatomy continues to be an important basic subject in medicine and other related health sciences which is delivered by method of either through lectures or demonstration. Thus, having a gross anatomy practical with cadaver is a crucial phase for the students to have a deep understanding about anatomy of human body. The objective of this study is to explore the attitude and perception of medical and health science students in the importance of cadaver dissection in learning anatomy. Methods: A cross-sectional study was conducted by distributing closed structured questionnaires to 270 respondents consisting of socio-demographic in part one, frequency on practical with dissected cadaver in part two, the attitude of student towards the dissected cadaver in part three, suggestion for improvement during practical with cadaver in part four and the value of cadavers during practical in part five. The collected data were processed by using Statistical Package for Social Sciences (SPSS) version 23.0. Result: Descriptive statistical evaluation shows majority of the students perform practical with cadavers. They find cadaveric dissection exciting with no feeling of stress and anxiety. Many of them never had an emotional shock when exposing themselves to the cadavers for the first time accepting the cadaveric dissection ethically. The students recommended keeping cadaveric dissection in the health science curriculum. Conclusion: The cadaveric dissection helps in grounded understanding of anatomy. It promotes and develops psychomotor skills in students. The findings of the study discovered dissection to be a motivating tool in learning anatomy.
RESUMEN
OBJECTIVES: The purpose of this study was to analyze the duties of dental coordinators using the DACUM technique and to develop a practical training course for dental coordinators based on the results. METHODS: The curricula for clinic coordinators across 20 educational institutions were analyzed. A board of DACUM specialists was assembled to analyze the role of dental coordinators and to develop a practical curriculum. RESULTS: First, after analysis, we selected 8 duties and 34 tasks that should comprise the role of a dental coordinator, and the number of major tasks was 21. Second, the educational program for dental coordinators developed in this study consisted of a total of 60 hours, including 42 hours of lecture and 18 hours of practice. A pre-requisite curriculum and a final curriculum were developed, and the detailed educational contents and supplies were outlined for each subject. Third, after comparing it with the existing clinic coordinator curricula from 20 educational institutions, the curriculum based on DACUM contained 11 additional fields. CONCLUSIONS: This study developed a more specialized, detailed, and practical dental coordinator curriculum based on DACUM. It is expected that more dental coordinators could be trained more professionally with this curriculum, and it could lead to further improvement of the curriculum.