Research Journal of Medical Sciences
ISSN: Online 1993-6095ISSN: Print 1815-9346
Abstract
Anatomy subject is the 1st year subject of the academic curriculum of M.B.B.S. Anatomy forms the basis of many clinical subjects. Aim of the present study is to know the importance and perceptions regarding cadaveric dissection and other learning methods among medical students. The present study is based on the feedback through 18‐item questionnaire google form inquiring into the role of dissection from the medical students of Government Medical College, Bhavnagar, Gujarat. The google form link was provided to the medical students of through WhatsApp application in their corresponding batch group. The response of the google form was received on a forms application and was assessed in google drive application. Total 259 responses were received on a google form. Most of the respondents gave feedback about the importance of dissection in understanding the anatomy subject easily and preparing the students for surgical procedures. 45% students gave feedback on limitations of dissection such as time consuming, demanding lot of physical work, unpleasant experience and difficulty to find out structures. 14% students gave feedback about watching the dissection and to skip rather than performing. 91% students preferred less number of students per table. 12% students gave feedback on elimination of dissection from the curriculum. 84% gave positive feedback on dissection as an important method to learn anatomy when compared with the other methods. Perceptions about the dissection among the medical students is dependent on its own mental thinking. In the current modern era of technologies dissection still remains the important methodology to learn anatomy.
How to cite this article:
Kashyap A. Trivedi, Shabina H. Dal and Shailesh M. Patel. Cadaveric Dissection: A View on Perceptions of Medical Students.
DOI: https://doi.org/10.36478/10.36478/makrjms.2025.2.393.397
URL: https://www.makhillpublications.co/view-article/1815-9346/10.36478/makrjms.2025.2.393.397