Cadaver Biopsies and CT Scans Spur an Investigative and Analytic Approach to Dissection
Authors: Davies David L. , Quick Charles M. , Malak Sharp F. 
Published: November 2023

Objective

The principal rationale for this project was to firmly ground the learning of anatomy into a clinical context by providing first‐year medical students with opportunities to integrate their observations in a dissection laboratory with pathologic, histologic and radiographic evidence from the same cadaver. Related goals were: a) to have students determine independently their own learning objectives, b) to build teamwork and communication skills, c) to meet clinical faculty in the laboratory, and d) to encourage career interests in pathology, surgery and radiology.

Methods and Results

Data and qualitative observations obtained from two consecutive years (2014 and 2015) and 348 students are reported. Dissection teams in a nine‐week gross anatomy course were asked to document observations of abnormalities, disease and previous surgeries using standardized autopsy forms. In the project's second year, 12 of 35 dissection teams also had access to CT scans of their cadavers that were obtained as contiguous 5 mm sections from the vertex of the skull through the toes. The volumetric dataset was made available to the students by access through the hospital's PACS (Picture Archival and Communications System), thus introducing the students to a valuable portion of the electronic medical record from day one of medical school. Based on their observations and scientific curiosity, students were asked to obtain tissue biopsies, which the clinical pathology laboratory processed and returned as histological slides. A general limit of seven biopsies per cadaver was imposed to encourage prioritization of resources. Each team initially reviewed their histological slides with a pathologist during a 15‐min consultation. Subsequently, teams independently examined their slides and documented their findings with digital photomicrography. This enabled students to share their findings with fellow students and advisors, fostered student ownership of their learning, and utilized techniques applicable to telemedicine. The investigative proficiency of each team was assessed by a one‐page abstract and a 15‐min capstone presentation of their findings, which was evaluated by multiple faculty members using a nine‐item grading rubric during four concurrent intramural biomedical conferences of nine presentations each. The project's objectives were assessed with a 41‐item anonymous online questionnaire. The student response rates were 74.9% in 2014, and 93.1% in 2015. Both Liker‐format and open‐response items were included in the questionnaire.

Conclusions

Across two years, more than 94% of 293 respondents either “agreed” or “strongly agreed” that each of the six published learning objectives had been met. Survey results and interviews of students and faculty indicated that this investigative and analytical approach to learning was effective and that the project should be continued the next year. A critical issue was the inclusion of histology course resources. The project was labor intensive and was possible due to the participation of numerous faculty and staff members and the backing of three departmental chairs.

Support or Funding Information

Supported by the Arkansas Medical Society and three UAMS Departments: a) Neurobiology and Developmental Sciences, b) Pathology, and c) Radiology.