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Outcomes and Satisfaction of Two Optional Cadaveric Dissection Courses: a 3-Year Prospective Study

2017-03Journal article Open access
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dc.contributor.authorPais, D
dc.contributor.authorCasal, D
dc.contributor.authorMascarenhas-Lemos, L
dc.contributor.authorBarata, P
dc.contributor.authorMoxham, B
dc.contributor.authorGoyri-O'Neill, J
dc.date.accessioned2020-12-14T15:42:01Z
dc.date.available2020-12-14T15:42:01Z
dc.date.issued2017-03
dc.description.abstractTeaching time dedicated to anatomy education has been reduced at many medical schools around the world, including Nova Medical School in Lisbon, Portugal. In order to minimize the effects of this reduction, the authors introduced two optional, semester-long cadaveric dissection courses for the first two years of the medical school curriculum. These courses were named Regional Anatomy I (RAI) and Regional Anatomy II (RAII). In RAI, students focus on dissecting the thorax, abdomen, pelvis, and perineum. In RAII, the focus shifts to the head, neck, back, and upper and lower limbs. This study prospectively analyzes students' academic achievement and perceptions within the context of these two, newly-introduced, cadaveric dissection courses. Students' satisfaction was assessed anonymously through a questionnaire that included items regarding students' perception of the usefulness of the courses for undergraduate teaching, as well as with regards to future professional activity. For each of the three academic years studied, the final score (1 to 20) in General Anatomy (GA), RAI, and RAII was on average 14.26 ± 1.89; 16.94 ± 1.02; 17.49 ± 1.01, respectively. The mean results were lower in GA than RAI or RAII (P < 0.001). Furthermore, students who undertook these courses ranked them highly with regards to consolidating their knowledge of anatomy, preparing for other undergraduate courses, and training for future clinical practice. These survey data, combined with data on participating students' academic achievement, lend strong support to the adoption of similar courses as complementary and compulsory disciplines in a modern medical curriculum.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationAnat Sci Educ. 2017 Mar;10(2):127-136.pt_PT
dc.identifier.doi10.1002/ase.1638pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.17/3529
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherWileypt_PT
dc.subjectAdolescentpt_PT
dc.subjectAdultpt_PT
dc.subjectAnatomypt_PT
dc.subjectCurriculumpt_PT
dc.subjectDissectionpt_PT
dc.subjectEducation, Medical, Undergraduatept_PT
dc.subjectEducational Measurementpt_PT
dc.subjectEducational Statuspt_PT
dc.subjectFemalept_PT
dc.subjectHumanspt_PT
dc.subjectLearningpt_PT
dc.subjectMalept_PT
dc.subjectPerceptionpt_PT
dc.subjectPortugalpt_PT
dc.subjectProgram Evaluationpt_PT
dc.subjectProspective Studiespt_PT
dc.subjectSchools, Medicalpt_PT
dc.subjectStudents, Medicalpt_PT
dc.subjectSurveys and Questionnairespt_PT
dc.subjectTime Factorspt_PT
dc.subjectYoung Adultpt_PT
dc.subjectCadaverpt_PT
dc.subjectPersonal Satisfactionpt_PT
dc.subjectTeachingpt_PT
dc.subjectCHLC CPRpt_PT
dc.subjectCHLC ONCpt_PT
dc.subjectCHLC PAT CLINpt_PT
dc.titleOutcomes and Satisfaction of Two Optional Cadaveric Dissection Courses: a 3-Year Prospective Studypt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage136pt_PT
oaire.citation.issue2pt_PT
oaire.citation.startPage127pt_PT
oaire.citation.titleAnatomical Sciences Educationpt_PT
oaire.citation.volume10pt_PT
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT

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