Abstract:
Objective: The purpose of this study at Army Medical College was to assess differences in learning of students
from cadaveric dissection or plastic models; and explore their perceptions about efficacy of various instructional
tools used during the gross anatomy practical time.
Study Design: Two phase mixed methods sequential study.
Place and Duration of Study: This study was conducted at anatomy department Army Medical College,
Rawalpindi, Pakistan over a period of three weeks in July 2013 after approval from the ethical review board.
Participants and Methods: Quantiative phase 1 involved 50 second year MBBS students, selected through non
probability convenience sampling,They were divided into two groups of 25 students. Group A covered head and
neck gross anatomy dissection course through cadaveric dissection and group B using plastic models. At the end
of course MCQ based assessment were conducted and statistically analyzed for both groups. In qualitative phase
2, two focus group discussions (FGD) with 10 second year MBBS students were conducted to explore students’
perspectives about and their preferences of various instructional tools used during the gross anatomy practical
time. The FGDs were audio taped, transcribed, and analyzed through thematic analysis.
Results: The results of a post test of group A was 24.1 ± 4.26 and group B 30.96 ± 6.23 (p = 0.024). Focus group
discussions generated three themes (Learning techniques used by students during gross anatomy practical time;
Preferred learning techniques; and Non-preferred learning techniques). Students prefered small-group learning
method over completely self-directed studies as the study materials were carefully chosen and objectives were
clearly demonstrated with directions. Cadaveric dissection and didactic teachings were not preferred.
Conclusion: Students exposed to models performed better in gross anatomy examination than those who learned
through cadaveric dissection.
