Comparative effectiveness of cadaveric dissection versus anatomical models in teaching anatomy: A global analysis focused on medical schools in low and middle –income Countries versus High-Income Countries: A systematic review
Department of Medical Education, University of Nicosia, Cyprus.
Review Article
World Journal of Advanced Research and Reviews, 2024, 21(01), 1817–1832
Article DOI: 10.30574/wjarr.2024.21.1.0165
Publication history:
Received on 07 December 2023; revised on 15 January 2024; accepted on 17 January 2024
Abstract:
Background: The general trends and issues related to anatomy teaching in medical schools, with a focus on the comparison between low and middle-income countries (LMICs) and high-income countries (HICs) is a huge topic in medical education history as arguments about effectiveness o the methods and instruments of the teaching is constantly discussed. There are significant disparities in anatomy teaching between HICs and LMICs, primarily driven by differences in resources and infrastructure.
Aim: This systematic review aims to analyze the comparative effectiveness of cadaveric dissection versus anatomical models in teaching anatomy. The primary focus of this study is to assess the feasibility and practicality of employing cadaveric dissection versus anatomical models in resource-constrained settings Examine students’ perception and satisfaction with learning experience when taught anatomy using cadavers or anatomical models, Compare the outcomes and experiences of teaching anatomy with cadavers or models in medical schools and Evaluate the cultural and ethical aspects influencing the choice between cadaveric dissection and anatomical models in medical education.
Method: A comprehensive search strategy was employed to identify relevant studies published in peer-reviewed journals, conference proceedings, and grey literature databases. Inclusion criteria encompassed articles reporting on of cadaveric dissection versus anatomical models in teaching anatomy.
Conclusion: The comparative effectiveness of cadaveric dissection and anatomical models in teaching anatomy is a complex and multifaceted issue, with considerations extending beyond educational outcomes to encompass economic, logistical, and ethical dimensions. While both methods have their merits, medical schools in LMICs face distinct challenges that require innovative solutions.
Keywords:
Medical education; Medical students; Cadaveric dissection; Anatomical models; Teaching anatomy
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