Evaluation of the Opinions of Medical Faculty Students Performing Heart Dissection on the Medical Profession and Dissection

Abstract

Objective: This study was conducted to investigate the opinions of medical school students about the importance of performing cardiac dissection and surgical suturing of the dissected hearts in gaining medical identity. Material and Methods: The study was conducted with 139 semester 2 and semester 3 students who took the Anatomy laboratory course at the Faculty of Medicine. A mixed method, in which quantitative and qualitative research methods are considered together, was used in the research. For the quantitative stage, 3 demographic questions and 13 5-point Likert scales were used, and for the qualitative stage, 5 semi-structured interview forms were used. Results: According to the results of the research, 92% of the students answered that dissection education is very important for medicine, and more than 50% of the students answered "agree" and "strongly agree" to all questions regarding the importance of heart dissection and the perception of medicine. Conclusion: According to the results of the qualitative research, it was determined that the students' heart dissection had a significant effect on the formation of a true physician identity.The results of our study revealed that the students enjoyed doing heart dissection, were excited, felt closer to medicine and surgery, and similar dissections should be repeated.

Keywords

• Dissection
• heart
• anatomy

KALP DİSEKSİYONU YAPAN TIP FAKÜLTESİ ÖĞRENCİLERİNİN HEKİMLİK MESLEĞİ VE DİSEKSİYONA İLİŞKİN GÖRÜŞLERİNİN DEĞERLENDİRİLMESİ

Abstract

Amaç: Bu araştırma, tıp fakültesi öğrencilerinin kalp diseksiyonu yapmalarının ve disseke ettikleri kalplere cerrahi sütur atmalarının hekimlik kimliği kazanmalarındaki önemine dair görüşleri araştırmak amacı ile yapılmıştır. Gereç ve Yöntemler: Araştırma Tıp fakültesinde Anatomi laboratuvar dersini alan 139 dönem 2 ve dönem 3 öğrencisi ile yapıldı. Araştırmada nicel ve nitel araştırma metodunun birlikte ele alındığı karma yöntem kullanıldı. Nicel aşama için 3 demografik soru ile 13 tane de 5’li likert ölçeği, nitel aşama için ise 5 adet yarı yapılandırılmış görüşme formu kullanıldı. Bulgular: Araştırma sonuçlarına göre öğrencilerin %92’si diseksiyon eğitiminin tıp için çok önemli olduğunu, öğrencilerin %50’den fazlası kalp diseksiyonu ve hekimlik algısının önemine ilişkin olarak bütün sorulara ‘katılıyorum’ ve ‘kesinlikle katılıyorum’ şeklinde cevap vermişlerdir. Nitel araştırma sonuçlarına göre ise öğrencilerin kalp diseksiyonu yapmaları gerçek bir hekim kimliği oluşması yönünde önemli etkisinin olduğu belirlenmiştir. Sonuç: Çalışmamızın sonuçları öğrencilerin kalp diseksiyonu yapmaktan büyük keyif aldıklarını, heyecan duyduklarını, kendilerini hekimliğe ve cerrahlığa daha yakın hissettiklerini ve benzer diseksiyonların tekrarlanması gerektiğini ortaya koymuştur.

Keywords

• Diseksiyon
• kalp
• anatomi

Supporting Institution

yok

References

1. Han ER, Chung EK, Nam KI. Peer-assisted learning in a gross anatomy dissection course. PLOS One. 2015;10(1):42-8.
2. Manyama M, Stafford R, Mazyala E, Lukanima A, Magele N, Kidenya BR, et al. Improving gross anatomy learning using reciprocal peer teaching. BMC Med Educ. 2016;16(3):95.
3. Özdemir ST, Cankur NŞ, Kurt MA. Tıp fakültesi öğrencilerinin anatomi uygulamaları hakkındaki görüşleri: Bir geri bildirim örneği. Uludağ Üniversitesi Tıp Fakültesi Dergisi. 2001;27(3):39-42.
4.  Chang HJ, Kim HJ, Rhyu IJ, Lee YM, Uhm CS. Emotional experiences of medical students during cadaver dissection and the role of memorial ceremonies: A qualitative study. BMC Med Educ. 2018;18(1):255.
5. Dubhashi S, Dubhashi U, Singh A, Trinath T. Medical students react to cadaveric dissections. Recent Res Sci Technol. 2011;3(1):135-8.
6. Bahşi İ, Topal Z, Çetkin M, Orhan M, Kervancıoğlu P, Odabaşıoğlu ME, et al. Evaluation of attitudes and opinions of medical faculty students against the use of cadaver in anatomy education and investigation of the factors affecting their emotional responses related thereto. Surg Radiol Anat. 2021;43(4):481-7.
7. Agius A, Calleja N, Camenzuli C, Sultana R, Pullicino R, Zammit C, et al. Perceptions of first-year medical students towards learning anatomy using cadaveric specimens through peer teaching. Anat Sci Educ. 2018;11(4):346-57.
8. Erbay H, Bilir A, Gönül Y, Turamanlar O, Songur A. Medical students' perception of cadaver and, their attitudes towards using the cadaver in education. Turkish Journal of Bioethics. 2015;2(1):63-72.

9. Bataineh ZM, Hijazi TA, Hijleh MF. Attitudes and reactions of Jordanian medical students to the dissecting room. Surg Radiol Anat. 2006;28(4):416-21.
10.  Quince TA, Barclay SI, Spear M, Parker RA, Wood DF. Student attitudes toward cadaveric dissection at a UK medical school. Anat Sci Educ. 2011;4(4):200-7.
11. Dissabandara LO, Nirthanan SN, Khoo TK, Tedman R. Role of cadaveric dissections in modern medical curricula: A study on student perceptions. Anatomy & Cell Biology. 2015;48(3):205-12.
12. Burgess A, McGregor D, Mellis C. Medical students as peer tutors: A systematic review. BMC Med Educ. 2014;14(12):115.
13. Snelling J, Sahai A, Ellis H. Attitudes of medical and dental students to dissection. Clin Anat, 2003;16(9):165-72.
14. Azer SA, Eizenberg N. Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surg Radiol Anat. 2007;29(3):173-80.
15. Asad MR, Asghar A, Tadvi N, Ahmed MM, Nazeer M, Amir KM, et al. Medical faculty perspectives toward cadaveric dissection as a learning tool for anatomy education: A survey study in India. Cureus. 2023;15(4): e37713.
16. Juo, YY, Hanna, C, Chi, Q, Chang, G, Peacock, WJ, Tillou, A, et al.. Mixed-method evaluation of a cadaver dissection course for general surgery interns: An innovative approach for filling the gap between gross anatomy and the operating room. J Surg Educ. 2018;75(6):1526-34. 
17. Abdellatif, H. Time spent in practicing dissection correlated with improvement in anatomical knowledge of students: experimental study in an integrated learning program. Cureus. 2020;12(4):e7558.
18.  Rajeh NA, Badroun LE, Alqarni AK, Alzhrani BA, Alallah BS, Almghrabi SA et al. Cadaver dissection: A positive experience among Saudi female medical students. J Taibah Univ Med Sci. 2016;12(3):268-72.
19. Bergman EM, de Bruin AB, Vorstenbosch MA, Kooloos JG, Puts GC, Leppink J, et al. Effects of learning content in context on knowledge acquisition and recall: A pretest-posttest control group design. BMC Med Educ. 2015;15(7):133-5.
20. Kochhar S, Tasnim T, Gupta A. Is cadaveric dissection essential in medical education? A qualitative survey comparing pre - and post-COVID-19 anatomy courses. Journal of Osteopathic Medicine. 2023;123(1):19-26. 
21. Kerby J, Shukur ZN, Shalhoub J. The relationships between learning outcomes and methods of teaching anatomy as perceived by medical students. Clin Anat. 2011;24(2):489-97.
22. Reverion RR. Anatomical dissection: A positive experience for Venezuelan first year medical students. Int J Morphol. 2010;28(1):213-7.
23. Dharamsi, MS, Bastian, DA, Balsiger, HA, Cramer, JT, Belmares, R. Efficacy of video-based forearm anatomy model instruction for a virtual education environment. J Med Educ Curric. Dev 2022;9:23821205211063287.
24. Karau PB, Wamachi A, Ndede K, Mwamisi J, Ndege P. Perception to cadaver dissection and views on anatomy as a subject between two pioneer cohorts in a kenyan medical school. Anatomy Journal of Africa. 2014;3(2):318-23.
25. Mulu A, Muche A, Tegabu D. Assessment of the attitude and views of second year medical students towards cadaver dissection in anatomy course. Ethiop J Health Biomed Sci. 2020;2(2):111-7.
26. Oyeyipo IP, Falana BA. Attitude of preclinical students to cadaver dissection in a South West Nigerian Medical School. Int J Trop Med. 2012;7(1):1-5.