“from Theory to Practice: Evaluating the Effectiveness of Dissection Competition for First-year Medical Students.”

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

Co-authors:

hetal Vaishnani - Professor, anatomy, SBKS Medical Institute and Research centre; kinjal Jethva - Professor, Anatomy, SBKS Medical institute and Research Centre; Priyanka Sharma - Associate Professor, Anatomy, SBKS Medical Institute and Research Centre; Manoj Kulkarni - Professor and Head, Anatomy, SBKS Medical Institute and Research Centre

Abstract Body : INTRODUCTION

Dissection is a valuable method for teaching anatomy; however, it faces resource constraints and ethical concerns. Some medical programs have replaced dissection with prosections or virtual tools, but, full-body dissection is best reserved for medical students, especially those with surgical career intentions. The literature highlights the lack of innovative approaches for engaging medical students in anatomy learning and emphasizes hands-on dissection opportunities. However, there is limited empirical evidence on the effectiveness of dissection competitions in enhancing students’ anatomical understanding, practical application, teamwork, skill development, and confidence building. This study sought to evaluate whether such dissection competition could stimulate deeper learning of clinical anatomy in a relaxed and creative environment.

MATERIAL AND METHODS

The present study was conducted and organized by the Department of Anatomy of the SBKS Medical Institute and Research Centre, Gujarat, India, for the first-year medical students. The Dissection Competition was evaluated by four judges (subject experts) based on specimen preparation and presentation, accuracy, and the ability to discuss clinical relevance. A short award ceremony was held, and the participants received awards based on the judges' analysis. Pre-validated questionnaire-based feedback was obtained from all participants regarding their perceptions of the competition. The data were analyzed using Microsoft Excel 2013. R Studio was used for the descriptive analysis.

RESULTS

More than 70% of the participants strongly endorsed the value of competition and adequacy of guidance. Additionally, 78% opined that such competition would be a part of the medical education curriculum. Moreover, over 80% of the students positively acknowledged the competition's role in boosting their confidence towards identifying anatomical structures and perceived it as a unique and beneficial learning opportunity.

CONCLUSION

The present study has established that the organization of the dissection competition augments students' dissection skills and boosts their confidence in anatomy learning. The study recommended that dissection competitions should be a regular part of the medical curriculum.

SIGNIFICANCE / IMPLICATION

Participation in dissection competitions by first-year medical students aids in their dissection skills and enhances deeper learning of anatomy.