Cadaver dissection historically has been an indispensible component of teaching and learning human anatomy. The purposes of this study were to: (1) describe changes to a traditional human gross anatomy course, specifically the use of web-based video dissections and reduced time in actual cadaver dissection lab, and (2) describe and assess student impressions of the curriculum in the Doctor of Physical Therapy (DPT) program at the University of Alabama at Birmingham.
Students scored video dissection lower than cadaver dissection as a valuable tool for learning and understanding human anatomy. However, mean scores for the course were not significantly different from previous years, despite far less time spent performing cadaver dissection in the current year.
Decreasing the time spent on cadaver dissection did not appear to have a negative effect on overall course performance in a human anatomy course, even though students placed a relatively high value on the dissection experience. This multimodal pedagogical strategy appears to be a very cost- and time-effective method for teaching and learning human anatomy in an entry-level Doctor of Physical Therapy degree program curriculum. 2b1af7f3a8