Evaluating the Integration of Pre‐Mortem Diagnostic Imaging in the Anatomical Study of Body Donors
Authors: McBain Kimberly , Azimov Brandon , O'Brien Jeremy , Noël Geoffroy PJC , Ventura Nicole M 
Published: June 2021

Introduction

Medical faculties are embracing a modernistic approach to the teaching of anatomy that integrates diagnostic imaging largely through post‐mortem computed tomography (CT) scanning of body donors. Though this integration provides valuable learning opportunities, this approach still poses many challenges.

Aim

The purpose of this study was to assess the implementation of pre‐mortem donor‐specific imaging (DSI) on student learning and dissection experience in addition to gaining an understanding of the students' perceptions of the DSI‐anatomy integration on their preparation for physicianship.

Methods

Ethics approval was obtained by the McGill University Institutional Review Board. All donor imaging was acquired by legal donor consent and anonymized. Students in a fourth‐year medicine, cadaveric dissection‐based course were divided into two groups: group 1 received DSI with a relating case vignette (n=15) at the beginning of the course; group 2 received generic imaging (GI) relating to the type(s) of pathologies that their donor exhibited, though the DI was not of the donor's themselves. The GI group also received a donor‐specific case vignette (n=11) halfway through the course. A convergent, parallel mixed methods design was employed. Quantitative measures included statistical analyses of student dissection‐related assessment scores as well as student group responses to a simple study participant questionnaire. Using semi‐structured focus groups and inductive coding methods, the psychosocial aspects of the student dissection experience with or without DSI and students' perceptions on the use of DSI in the course were qualitatively explored.

Results

Statistically significant differences in student group responses for survey items assessing relevancy of imaging modality to student dissections, student understanding of anatomy and relevancy for future clinical practice was achieved. Students receiving DSI more positively supported the relevancy of imaging with anatomical dissection, expressed the importance of its implementation into later years of the medical curriculum in addition to suggesting integration earlier on within the medical curriculum as well. Academic assessment scores demonstrated insignificant differences and thus were not influenced by the type and timing of the imaging provided. Main themes arising from the qualitative analysis include the influence of DSI on future mindful practice, positive impact on dissection and humanization of the body donor through the combined use of DSI and case vignette.

Conclusion

These results demonstrate that the integration of DSI into anatomical dissection provided a positive learning experience for students. This form of imaging integration not only provided a learning tool to enhance anatomical dissection, but also allowed students to further develop characteristics and skills relating to future mindful practice.

Support or Funding Information

Jonathan Campbell Meakins and Family Memorial Fellowship, Centre for Medical Education McGill University

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.