Event Title
No ‘I’ in Anatomy: A Grounded Theory Approach to Group Cadaveric Dissection
Start Date
5-10-2011 12:00 PM
End Date
5-10-2011 1:00 PM
Abstract
Traditionally, gross anatomy has relied heavily on cadaveric dissection. With the advent of three‐dimensional teaching tools and decreasing funds for anatomical infrastructure limiting the supply of cadavers, educators have looked to noncadaver‐ based teaching tools as a potentially cheap and effective replacement. Much of the research on these educational tools has focused on quantitative outcomes; content‐related post‐tests are often the metric for comparison. There is a paucity of research surrounding the social nature of interpersonal interaction pertaining to learning around a cadaver. Development of teamwork and communication skills are commonly reported benefits but the rigorous documentation and characterization of the skills are not offered. Using the principles of grounded theory, this study aims to identify and highlight these qualitative learning outcomes by studying the process through which students learn in groups using cadaveric dissection. Second‐year undergraduate Kinesiology students will be observed during routine cadaveric dissections using recorded video and observational field notes. A period of six laboratory sessions will be allowed for the students to acclimate to the presence of observers and cameras. Students will be observed during two different laboratory sessions selected based on the amount of content, difficulty of dissection, and proximity to a class assessment. Through systematic analysis of the transcripts produced from the recorded video and the field notes, we hope to identify factors that influence the social context during the cadaver dissection laboratories. We also hope to highlight the emergent themes arising from the learning process that might better inform curricular architecture in the future.
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No ‘I’ in Anatomy: A Grounded Theory Approach to Group Cadaveric Dissection
Traditionally, gross anatomy has relied heavily on cadaveric dissection. With the advent of three‐dimensional teaching tools and decreasing funds for anatomical infrastructure limiting the supply of cadavers, educators have looked to noncadaver‐ based teaching tools as a potentially cheap and effective replacement. Much of the research on these educational tools has focused on quantitative outcomes; content‐related post‐tests are often the metric for comparison. There is a paucity of research surrounding the social nature of interpersonal interaction pertaining to learning around a cadaver. Development of teamwork and communication skills are commonly reported benefits but the rigorous documentation and characterization of the skills are not offered. Using the principles of grounded theory, this study aims to identify and highlight these qualitative learning outcomes by studying the process through which students learn in groups using cadaveric dissection. Second‐year undergraduate Kinesiology students will be observed during routine cadaveric dissections using recorded video and observational field notes. A period of six laboratory sessions will be allowed for the students to acclimate to the presence of observers and cameras. Students will be observed during two different laboratory sessions selected based on the amount of content, difficulty of dissection, and proximity to a class assessment. Through systematic analysis of the transcripts produced from the recorded video and the field notes, we hope to identify factors that influence the social context during the cadaver dissection laboratories. We also hope to highlight the emergent themes arising from the learning process that might better inform curricular architecture in the future.