136 - Incorporating Cadaver-specific CT Images into Anatomy Education

Poster Board Number: 136
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Alison Pryor, M.S. - Northeast Ohio Medical University; Marcus Julius, M.D. - Northeast Ohio Medical University; Erin Franks, Ph.D. - Northeast Ohio Medical University

Abstract Body : Introduction




Gross anatomy is traditionally taught through cadaveric dissection. However, anatomical models and textbooks do not capture congenital or pathological variation of individuals. This poses a challenge to student dissectors who are tasked with learning “standard” anatomy. Cadaveric-specific CT imaging has been discussed as a tool to enhance anatomy education while highlighting inherent individual variation. We aimed to investigate how cadaver-specific CT scans could be incorporated into an existing one-year Foundations of Medicine graduate program and, potentially, more broadly at Northeast Ohio Medical University (NEOMED).




Materials and Methods




Two cadaveric donors from the NEOMED Body Donation program were selected for a full body CT scan. Donors were embalmed and transported to University Hospital Portage Medical Center (Ravenna, OH) where they were scanned using standard parameters. We used cause of death to guide our initial analysis of the scans. We interpreted the scans using Bee DICOM Viewer to identify pathological regions of interest and develop a plan to perform targeted dissections.




Results




For the first donor, cause of death was metastatic lung cancer, and initial CT analysis revealed a cancerous lesion of the apex of the left lung. Further investigation indicated lesions in the brain parenchyma, humerus, and rib, providing a better understanding of the metastases. We conducted localized dissections to demonstrate these pathologies with the scans and donors often used in tandem to fully understand the anatomy. When relevant (i.e., lung and brain), scans were used as a real-time guide to determine accurate sectioning planes for better visualization. In the second donor, the scans indicated hiatal and inguinal hernias. Though neither was associated with cause of death, this knowledge was critical in developing a deliberate dissection plan.




Conclusion




Overall, the CT scans enabled us to evaluate the extent of the pathologies, allowing us to conduct dissections more efficiently and accurately while minimizing structural damage. There was also educational value in the practice of interpreting diagnostic images and developing 3D spatial relationships, a worthwhile skill for trainees as the prevalence of imaging within healthcare increases. Integrating CT scanning, traditionally a clinical tool, with dissection augmented the learning experience while maintaining the value of anatomical teaching through dissection.




Significance




Given the success of this exploratory study, we have implemented this model into the curriculum of the Foundations of Medicine graduate program. In the future, we aim to incorporate this design more broadly into anatomy education across university programs.