102 - The Anatomy Lab: Where Art and Health Sciences Intersect

Poster Board Number: 102
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Junaid Habibi - Undergraduate Medical Education - Faculty of Health Sciences - McMaster University; Lauren Kish - School of the Arts - Faculty of Humanities - McMaster University; Audrey Ewen - School of the Arts - Faculty of Humanities - McMaster University; Areej Khurram - School of Nursing - Faculty of Health Sciences - McMaster University; Rhiannon Cook - Midwifery Undergraduate Program - Faculty of Health Sciences - McMaster University; Alysha Aran - School of the Arts - Faculty of Humanities - McMaster University; Oswin Chang - Physician Assistant Education Program - Faculty of Health Sciences - McMaster University; Theodora Oyinloye - School of the Arts - Faculty of Humanities - McMaster University; Gage Minard - School of the Arts - Faculty of Humanities - McMaster University; Briana Palmer - School of the Arts - Faculty of Humanities - McMaster University; Yasmeen Mezil - Department of Pathology and Molecular Medicine - Faculty of Health Sciences - McMaster University

Abstract Body : Introduction and Objective: Historically, eliciting and portraying the connection between structure and function required expertise in the health sciences and the arts. The parallel nature of these disciplines invites discussion regarding the similarities and diversity in their study of anatomy. The goal of this work is to explore experiences of students from health sciences and arts backgrounds as they intersect in the anatomy lab.




Materials and Methods: 28 students from different programs in the Faculty of Health Sciences (FHS) were enrolled in an Interprofessional Anatomy Dissection elective at McMaster University. This elective incorporated cadaveric dissection and was held in the anatomy lab for 3-hour weekly sessions for a duration of 8 weeks. Cadaveric dissections were conducted by FHS students, whereas 16 Studio Art (SA) students were invited to attend these sessions to develop their anatomical illustration skills. Upon completion of the elective, 5 FHS and 5 SA students participated in a focus group to explore the significance of their experiences in the anatomy lab. Common themes were identified using concept maps, which were expanded upon in conversation.




Results: Adaptation to new ways of knowing occurred with all students, through discussions, tactile handling, and illustrations. FHS and SA students found that anatomical dissection facilitated attention to details otherwise not captured in literature, e.g., textures of vessels, and the haptic feedback of peeling layers. Furthermore, many agreed that cadaveric dissection allowed for the appreciation of human variability, beyond the standard models they previously knew. Reflecting on this concept, FHS students expressed appreciation for the role of illustration in teaching anatomy. Another common experience was that of the cognitive dissonance present when working with cadaveric material. Those from cultural backgrounds that stigmatized the examination of cadaveric anatomy felt that they had to separate beliefs from actions, and dissection of more “identifiably human” parts, such as the face and cranium, caused discomfort for many. However, comfort was found within artistic depictions, which humanized the donors and facilitated respect for their lives.




Conclusion: Thematic analysis revealed similarities in the dissection learning experiences of both FHS and SA students. Interdisciplinary collaboration allowed students to form a deeper understanding of empirical and humanistic aspects of human anatomy.




Significance/implication: This collaboration between FHS and SA students is an example of synergistic learning and appreciation between disciplines within anatomical studies. Similar initiatives may further contribute to students’ holistic appreciation for the study of anatomy.