Dissection: Before Or After Lecture Is Effective In Teaching Anatomy: Perception Of Undergraduate Medical Students

ABSTRACT

Background: In Undergraduate Medical Education, understanding Anatomy is the basic step for studying otherbranches of Medical Science. Traditionally Gross Anatomy has been taught by lectures and cadaveric dissection.Currently no particular format is being followed in understanding Anatomy using Lecture classes and Dissectionof particular organ or body area. This research work has been planned to find the more effective method ofteaching/learning Gross Anatomy using lecture and cadaveric dissection.Objectives: 1. To compare ‘Lecture after cadaveric Dissection’ of body parts and ‘Dissection after Lecture’ as aneffective method for comprehension of Anatomy 2. To find the perception of the study participants regardingLecture after cadaveric dissection and dissection after lecture as a better method for understanding AnatomyMethodology: Quasi experimental study was conducted among MBBS Students of 2016 batch posted in thedepartment of Anatomy, Dr.SMCSI Medical College, Karakonam, Thiruvananthapuram district, Kerala, Indiaduring the period of 5 months from April 2018. Post procedural test scores for ‘Dissection after Lecture’ wascompared with that for ‘Lecture after Dissection’. Perception of the study participants on the two learningprocedures was studied by a Likert-type questionnaireResults: Post procedural test scores were calculated and compared between ‘Dissection after Lecture’ and‘Lecture after Dissection’ using Unpaired ‘t’ test. ‘Lecture after dissection’ was found to be a better method thanDissection after Lecture (’t’ 39.536;26.128; P < 0.001) in teaching/learning Anatomy. Students felt that the methodof ‘Lecture after Dissection’ helped in better Cognitive gain, Easiness in learning, Retention of memory, Drawingdiagrams, and in Securing higher marks.Conclusion: ‘Lecture after dissection’ was found to show higher post procedural test scores than ‘Dissection afterLecture’ and this difference was statistically significant. Perception of the study participants about the twolearning methods was studied and ‘Lecture after dissection’ was found to be the better teaching learning methodthat reflected positive perceptions