Research Article
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Histopathology from the dissecting room: Are cadavers a suitable source of educationally useful histopathology specimens?

Year 2015, Volume: 9 Issue: 1, 26 - 33, 20.06.2015
https://doi.org/10.2399/ana.14.048

Abstract

Objectives: The requirement of the General Medical Council to ‘reduce factual overload’ has led to the development of integrated curricula in which the knowledge base related to basic medical sciences has been greatly restricted. The time allocated to pathology teaching in medical schools has been decreased. The challenge for educators is to introduce effective methods of learning pathology into an integrated, student-centred curriculum. The aim of this study is to assess the tissue derived from cadaveric material and report its potential for use in teaching histopathology.

Methods: We have previously reported how we use cadavers’ medical histories when introducing students to their ‘first patient’. The medical histories of the seventeen cadavers that were dissected during one academic session were reviewed for evidence of reported pathology. During dissection unexpected pathological findings were noted. Standard histological processing was carried out on pathological tissue from the cadavers, a prosection and a specimen which was displayed in a museum pot. These specimens were then assessed for educational value by an expert clinical histopathologist.

Results: We find that the availability of a real medical history combined with gross and microscopic pathology encourages integration of basic medical sciences and promotes the learning of both gross and microscopic pathology in the dissecting room.

Conclusion: The dissecting room provides ample material to introduce pathological concepts to undergraduate medical students and this material is a valuable resource for teaching histopathology.

References

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  • Burton JL. A bite into the history of the autopsy: from ancient roots to modern decay. Forensic Sci Med Pathol 2005;1:277–84.
  • Burton JL. Teaching pathology to medical undergraduates. Curr Diagn Pathol 2005;11:308–16.
  • Vollmer E, Goldmann T. Pathology on the edge of interdiscipli- narity. A historical epitome. Rom J Morphol Embryol 2011;52: S223–30.
  • van den Tweel JG, Taylor CR. A brief history of pathology: preface to a forthcoming series that highlights milestones in the evolution of pathology as a discipline. Virchows Arch 2010;457:3–10.
  • Kumar RK, Velan GM. Learning across disciplines using virtual microscopy: new approaches. In: Mendez-Vilas A, Diaz J, editors. Microscopy: science, technology, applications and education. Badajoz, Extremadura: Formatex Research Center; 2010. p. 1467–73.
  • Braun MW, Kearns KD. Improved learning efficiency and increased student collaboration through use of virtual microscopy in the teaching of human pathology. Anat Sci Educ 2008;1:240–6.
  • Triola MM and Holloway WJ. Enhanced virtual microscopy for collaborative education. BMC Med Educ 2011;11:4.
  • Collier L, Dunham S, Braun MW, O’Loughlin VD. Optical ver- sus virtual: Teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course. Anat Sci Educ 2012;5:10–9.
  • Kumar RK, Freeman B, Velan GM, De Permentier PJ. Integrating histology and histopathology teaching in practical classes using vir- tual slides. Anat Rec B New Anat 2006;289:128–33.
  • Guzman M, Judkins AR. Digital pathology: A tool for 21st centu- ry neuropathology. Brain Pathol 2009;19:305–16.
  • Reid WA. Pathology in the medical curriculum in the United Kingdom. J Vet Med Educ 2007;34:390–5.
  • McHanwell S, Davies DC, Morris J, Parkin I, Whiten S, Atkinson M, Dyball R, Ockleford C, Standring S, Wilton J. A core syllabus in anatomy for medical students - Adding common sense to need to know. Eur J Anat 2007;11:S3–18.
  • Drake RL, McBride JM, Lachman N, Pawlins W. Medical educa- tion in the anatomical sciences: the winds of change continue to blow. Anat Sci Educ 2009;2:253–9.
  • Mattick K, Marshall R, Bligh J. Tissue pathology in undergraduate medical education: Atrophy or evolution? J Pathol 2004;203:871– 6.
  • Weedon D. Whither pathology in medical education? Med J Aust 2003;178:200–2.
  • Kumar K, Indurkhya A, Nguyen H. Curricular trends in instruc- tion of pathology: a nationwide longitudinal study from 1993 to present. Hum Pathol 2001;32:1147–53.
  • Domizio P, Wilkinson M. Pathology teaching in the twenty-first century. Clin Teach 2006;3:53–9.
  • Hung T, Jarvis-Selinger S, Ford JC. Residency choices by gradu- ating medical students: why not pathology? Hum Pathol 2011;42: 802–7.
  • Mortimer R, Lakhani S. Pathology in education and practice: a time for integration? Aust Health Rev 2008;32:319–21.
  • Burton JL. Medical educators’ personal attitudes towards the necropsy. J Clin Pathol 2003;56:950–1.
  • Burton JL.The autopsy in modern undergraduate medical educa- tion: a qualitative study of uses and curriculum considerations. Med Educ 2003;37:1073–81.
  • Benbow EW. Medical students’ views on necropsies. J Clin Pathol 1990;43:969–76.
  • Conran P, Nowacek G, Adams T, Smith L. Medical students’ atti- tudes towards the autopsy. Acad Med 1996;71:681–3.
  • Tse MM, Lo LW. A Web-based e-learning course: integration of pathophysiology into pharmacology. Telemed J E Health 2008;14:919–24.
  • Kayser K, Ogilvie R, Borkenfeld S, Kayser G. E-education in pathology including certification of e-institutions. Diagn Pathol 2011;6:S1–11.
  • de Jong PGM, Riedstra AW, Willems LNA, Bolk JN. Teaching anatomy and pathology using MP3 audio tours at the Leiden Museum for Anatomy and Pathology. J Int Assoc Med Sci Educ 2010;20:14–7.
  • Ellis H. Teaching in the dissecting room. Clin Anat 2001;14:149– 51.
  • Chun J, Theologou T, Ellis H. Incidence of cardiovascular disease in the dissecting room: A valuable teaching asset. Clin Anat 2007; 20:89–92.
  • Young B. Teaching anatomical pathology in an integrated self- directed learning programme: The Newcastle experience. Pathology 1993;25:423–5.
  • Terman SA, Metcalf WK, Metcalf NF, Miller D. Cancer case- finding in gross anatomy to stimulate student interest. J Iowa Med Soc 1975;65:360–3.
  • Magrill D, Mirnezami R, Ellis H. Intra-abdominal pathology in the dissecting room: a study of incidence and its value in teaching. Anatomy 2008;2:22–7.
  • Wood A, Struthers K, Whiten S, Jackson D, Herrington CS. Introducing gross pathology to undergraduate medical students in the dissecting room. Anat Sci Educ 2010;3:97–100.
  • Malley RC, Assenheimer D, Chapman JA, Choi-Lundberg, D, Williams AM. Cadaver path: Integration of anatomy and anatom- ical pathology in the dissection laboratory. Clin Anat 2011;24:405– 6.
  • Winkelmann A, Güldner FH. Cadavers as teachers: the dissecting room experience in Thailand. BMJ 2004;329:1455-7. Erratum in: BMJ 2005;330:82.
  • Norman G. Teaching basic science to optimize transfer. Med Teach 2009;31:807–11.
  • Chapman JA, Williams AMM. The suitability of human cadaveric tissue for the generation of histology teaching class slides. Clin Anat 2011;24:404.
  • Marshall R, Cartwright N, Mattick K. Teaching and learning pathology: a critical review of the English literature. Med Educ 2004;38:302–13.
  • Magid MS, Cambor CL. The integration of pathology into the clinical years of undergraduate medical education: a survey and review of the literature. Hum Pathol 2012;43:567–76.
  • Carr NJ, Olmos M, Bushnell J. Delivering a pathology curriculum in an integrated medical course. Virchows Arch 2008;453:369–75.
  • Weurlander M, Masiello I, Soderberg M, Wernerson A. Meaningful learning: student’s perceptions of a new form of case seminar in pathology. Med Teach 2009;31:e248–53.
  • Durosaro O, Lachman N, Pawlina W. Use of knowledge-sharing web-based portal in gross and microscopic anatomy. Ann Acad Med Singap 2008;37:998–1001.
  • Shaw PA, Friedman ES. Clinico-histologic conferences: histology and disease. Anat Sci Educ 2012;51:55–61.
  • McBride JM, Prayson RA. Development of a synergistic case- based microanatomy curriculum. Anat Sci Educ 2008;1:102–5.
  • Boulos MN, Maramba I, Wheeler S. Wikis, blogs and podcasts: a new generation of web-based tools for virtual collaborative clinical practice and education. BMC Med Educ 2006;6:41.
  • McMahon RFT, Benbow EW. Designing assessment of pathology in the undergraduate curriculum. Diagn Histopathol 2008;14:453– 8.
Year 2015, Volume: 9 Issue: 1, 26 - 33, 20.06.2015
https://doi.org/10.2399/ana.14.048

Abstract

References

  • Underwood JCE. General and systemic pathology. 5th ed. London: Churchill Livingstone; 2009. p. 4–5.
  • Burton JL. A bite into the history of the autopsy: from ancient roots to modern decay. Forensic Sci Med Pathol 2005;1:277–84.
  • Burton JL. Teaching pathology to medical undergraduates. Curr Diagn Pathol 2005;11:308–16.
  • Vollmer E, Goldmann T. Pathology on the edge of interdiscipli- narity. A historical epitome. Rom J Morphol Embryol 2011;52: S223–30.
  • van den Tweel JG, Taylor CR. A brief history of pathology: preface to a forthcoming series that highlights milestones in the evolution of pathology as a discipline. Virchows Arch 2010;457:3–10.
  • Kumar RK, Velan GM. Learning across disciplines using virtual microscopy: new approaches. In: Mendez-Vilas A, Diaz J, editors. Microscopy: science, technology, applications and education. Badajoz, Extremadura: Formatex Research Center; 2010. p. 1467–73.
  • Braun MW, Kearns KD. Improved learning efficiency and increased student collaboration through use of virtual microscopy in the teaching of human pathology. Anat Sci Educ 2008;1:240–6.
  • Triola MM and Holloway WJ. Enhanced virtual microscopy for collaborative education. BMC Med Educ 2011;11:4.
  • Collier L, Dunham S, Braun MW, O’Loughlin VD. Optical ver- sus virtual: Teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course. Anat Sci Educ 2012;5:10–9.
  • Kumar RK, Freeman B, Velan GM, De Permentier PJ. Integrating histology and histopathology teaching in practical classes using vir- tual slides. Anat Rec B New Anat 2006;289:128–33.
  • Guzman M, Judkins AR. Digital pathology: A tool for 21st centu- ry neuropathology. Brain Pathol 2009;19:305–16.
  • Reid WA. Pathology in the medical curriculum in the United Kingdom. J Vet Med Educ 2007;34:390–5.
  • McHanwell S, Davies DC, Morris J, Parkin I, Whiten S, Atkinson M, Dyball R, Ockleford C, Standring S, Wilton J. A core syllabus in anatomy for medical students - Adding common sense to need to know. Eur J Anat 2007;11:S3–18.
  • Drake RL, McBride JM, Lachman N, Pawlins W. Medical educa- tion in the anatomical sciences: the winds of change continue to blow. Anat Sci Educ 2009;2:253–9.
  • Mattick K, Marshall R, Bligh J. Tissue pathology in undergraduate medical education: Atrophy or evolution? J Pathol 2004;203:871– 6.
  • Weedon D. Whither pathology in medical education? Med J Aust 2003;178:200–2.
  • Kumar K, Indurkhya A, Nguyen H. Curricular trends in instruc- tion of pathology: a nationwide longitudinal study from 1993 to present. Hum Pathol 2001;32:1147–53.
  • Domizio P, Wilkinson M. Pathology teaching in the twenty-first century. Clin Teach 2006;3:53–9.
  • Hung T, Jarvis-Selinger S, Ford JC. Residency choices by gradu- ating medical students: why not pathology? Hum Pathol 2011;42: 802–7.
  • Mortimer R, Lakhani S. Pathology in education and practice: a time for integration? Aust Health Rev 2008;32:319–21.
  • Burton JL. Medical educators’ personal attitudes towards the necropsy. J Clin Pathol 2003;56:950–1.
  • Burton JL.The autopsy in modern undergraduate medical educa- tion: a qualitative study of uses and curriculum considerations. Med Educ 2003;37:1073–81.
  • Benbow EW. Medical students’ views on necropsies. J Clin Pathol 1990;43:969–76.
  • Conran P, Nowacek G, Adams T, Smith L. Medical students’ atti- tudes towards the autopsy. Acad Med 1996;71:681–3.
  • Tse MM, Lo LW. A Web-based e-learning course: integration of pathophysiology into pharmacology. Telemed J E Health 2008;14:919–24.
  • Kayser K, Ogilvie R, Borkenfeld S, Kayser G. E-education in pathology including certification of e-institutions. Diagn Pathol 2011;6:S1–11.
  • de Jong PGM, Riedstra AW, Willems LNA, Bolk JN. Teaching anatomy and pathology using MP3 audio tours at the Leiden Museum for Anatomy and Pathology. J Int Assoc Med Sci Educ 2010;20:14–7.
  • Ellis H. Teaching in the dissecting room. Clin Anat 2001;14:149– 51.
  • Chun J, Theologou T, Ellis H. Incidence of cardiovascular disease in the dissecting room: A valuable teaching asset. Clin Anat 2007; 20:89–92.
  • Young B. Teaching anatomical pathology in an integrated self- directed learning programme: The Newcastle experience. Pathology 1993;25:423–5.
  • Terman SA, Metcalf WK, Metcalf NF, Miller D. Cancer case- finding in gross anatomy to stimulate student interest. J Iowa Med Soc 1975;65:360–3.
  • Magrill D, Mirnezami R, Ellis H. Intra-abdominal pathology in the dissecting room: a study of incidence and its value in teaching. Anatomy 2008;2:22–7.
  • Wood A, Struthers K, Whiten S, Jackson D, Herrington CS. Introducing gross pathology to undergraduate medical students in the dissecting room. Anat Sci Educ 2010;3:97–100.
  • Malley RC, Assenheimer D, Chapman JA, Choi-Lundberg, D, Williams AM. Cadaver path: Integration of anatomy and anatom- ical pathology in the dissection laboratory. Clin Anat 2011;24:405– 6.
  • Winkelmann A, Güldner FH. Cadavers as teachers: the dissecting room experience in Thailand. BMJ 2004;329:1455-7. Erratum in: BMJ 2005;330:82.
  • Norman G. Teaching basic science to optimize transfer. Med Teach 2009;31:807–11.
  • Chapman JA, Williams AMM. The suitability of human cadaveric tissue for the generation of histology teaching class slides. Clin Anat 2011;24:404.
  • Marshall R, Cartwright N, Mattick K. Teaching and learning pathology: a critical review of the English literature. Med Educ 2004;38:302–13.
  • Magid MS, Cambor CL. The integration of pathology into the clinical years of undergraduate medical education: a survey and review of the literature. Hum Pathol 2012;43:567–76.
  • Carr NJ, Olmos M, Bushnell J. Delivering a pathology curriculum in an integrated medical course. Virchows Arch 2008;453:369–75.
  • Weurlander M, Masiello I, Soderberg M, Wernerson A. Meaningful learning: student’s perceptions of a new form of case seminar in pathology. Med Teach 2009;31:e248–53.
  • Durosaro O, Lachman N, Pawlina W. Use of knowledge-sharing web-based portal in gross and microscopic anatomy. Ann Acad Med Singap 2008;37:998–1001.
  • Shaw PA, Friedman ES. Clinico-histologic conferences: histology and disease. Anat Sci Educ 2012;51:55–61.
  • McBride JM, Prayson RA. Development of a synergistic case- based microanatomy curriculum. Anat Sci Educ 2008;1:102–5.
  • Boulos MN, Maramba I, Wheeler S. Wikis, blogs and podcasts: a new generation of web-based tools for virtual collaborative clinical practice and education. BMC Med Educ 2006;6:41.
  • McMahon RFT, Benbow EW. Designing assessment of pathology in the undergraduate curriculum. Diagn Histopathol 2008;14:453– 8.
There are 46 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Articles
Authors

Andrew Wood This is me

Susan Whiten This is me

Jill Mcvee This is me

Jon Issberner This is me

David Jackson This is me

C. Simon Herrington This is me

Publication Date June 20, 2015
Published in Issue Year 2015 Volume: 9 Issue: 1

Cite

APA Wood, A., Whiten, S., Mcvee, J., Issberner, J., et al. (2015). Histopathology from the dissecting room: Are cadavers a suitable source of educationally useful histopathology specimens?. Anatomy, 9(1), 26-33. https://doi.org/10.2399/ana.14.048
AMA Wood A, Whiten S, Mcvee J, Issberner J, Jackson D, Herrington CS. Histopathology from the dissecting room: Are cadavers a suitable source of educationally useful histopathology specimens?. Anatomy. April 2015;9(1):26-33. doi:10.2399/ana.14.048
Chicago Wood, Andrew, Susan Whiten, Jill Mcvee, Jon Issberner, David Jackson, and C. Simon Herrington. “Histopathology from the Dissecting Room: Are Cadavers a Suitable Source of Educationally Useful Histopathology Specimens?”. Anatomy 9, no. 1 (April 2015): 26-33. https://doi.org/10.2399/ana.14.048.
EndNote Wood A, Whiten S, Mcvee J, Issberner J, Jackson D, Herrington CS (April 1, 2015) Histopathology from the dissecting room: Are cadavers a suitable source of educationally useful histopathology specimens?. Anatomy 9 1 26–33.
IEEE A. Wood, S. Whiten, J. Mcvee, J. Issberner, D. Jackson, and C. S. Herrington, “Histopathology from the dissecting room: Are cadavers a suitable source of educationally useful histopathology specimens?”, Anatomy, vol. 9, no. 1, pp. 26–33, 2015, doi: 10.2399/ana.14.048.
ISNAD Wood, Andrew et al. “Histopathology from the Dissecting Room: Are Cadavers a Suitable Source of Educationally Useful Histopathology Specimens?”. Anatomy 9/1 (April 2015), 26-33. https://doi.org/10.2399/ana.14.048.
JAMA Wood A, Whiten S, Mcvee J, Issberner J, Jackson D, Herrington CS. Histopathology from the dissecting room: Are cadavers a suitable source of educationally useful histopathology specimens?. Anatomy. 2015;9:26–33.
MLA Wood, Andrew et al. “Histopathology from the Dissecting Room: Are Cadavers a Suitable Source of Educationally Useful Histopathology Specimens?”. Anatomy, vol. 9, no. 1, 2015, pp. 26-33, doi:10.2399/ana.14.048.
Vancouver Wood A, Whiten S, Mcvee J, Issberner J, Jackson D, Herrington CS. Histopathology from the dissecting room: Are cadavers a suitable source of educationally useful histopathology specimens?. Anatomy. 2015;9(1):26-33.

Anatomy is the official journal of Turkish Society of Anatomy and Clinical Anatomy (TSACA).