To Dissect Or Not To Dissect

Is dissection the most efficient way to study anatomy, or simply a rite of passage? Ivan Seah discusses pioneering new techniques in the study of anatomy.

AsianScientist (Oct. 7, 2013) – Mention medical education and the word anatomy come to mind. Without surprise, it is one of the core subjects of a medical education as students must understand in detail the location and connection of body parts to do their job.

To many individuals, dissecting a cadaver is still the most genuine and traditional method of studying anatomy. Cadaveric dissection is an old art whose value was clearly highlighted in 19th century England, where demand for cadavers by academics was so high that there existed a thriving cadaver black market. This black market eventually led to the rise of body-snatchers, who, like William Burke and William Hare, even made a living out of murder by selling their victims’ bodies. Ironically, the precipitation of such societal ills was driven by pure intellectual curiosity.

During those days when imaging technology was not available, cadaveric dissection was the only way to observe what is beneath the skin. Through dissection, medical apprentices could study the size, shape, color, texture and spatial orientation of the body parts. Even today, none of the newer technologies can replicate the detail what one can learn from dissecting a cadaver.

The process of cadaveric dissection also holds many learning lessons for the uninitiated medical student. One key lesson is that no two patients are the same. During dissection class, many students will realize that there are distinct differences between their cadavers. Some might have larger livers while others might be missing a segment of their colons. These variations are usually due to pathology and in some rare cases congenital defects.

Perhaps the most valuable takeaway from dissection is appreciating the role of a doctor in preserving the sanctity of life. Through dissection, students will understand that a doctor’s touch is very different from everyday contact. Though doctors have an intimate relationship with the human body, the relationship is of an investigative nature. Eventually, students will understand that having this relationship is a necessity to preserve life.

Lack of cadavers

But cadavers are rare in Singapore. In 2012, the Yong Loo Lin School of Medicine (YLLSoM) received only six cadavers, down from 32 received back in 2000. With a cohort of 282 students, a measly six cadavers is grossly insufficient for educational purposes.

Hence, YLLSoM has taken efforts to encourage people to donate their bodies to science through awareness drives. The fear of the donated body being mishandled is one explanation for the fall in cadaver numbers, and a key message during these awareness drives is that the cadavers will be treated with utmost responsibility, respect and gratitude.

On the other hand, the newly established Lee Kong Chian School of Medicine has adopted two alternative anatomy teaching strategies.

The first is called the Anatomage Table, an interactive 3D dissection simulator that allows students to virtually slice, layer and segment the anatomy to visualize skeletal tissues, muscles, organs and soft tissue. The table can also be upgraded with additional data from CT, MRI and other ultrasound scanners, making it an extremely versatile system for anatomy education.

Another new anatomical teaching tool is the use of plastinated specimens. Developed by Professor Gunther Von Hagens, the technique of plastination involves replacing the fat and water content of the human body with plastic, producing specimens which retain an amazing amount of detail and do not decay.

Using a combination of simulation and plastinated human bodies, LKCMedicine hopes to solve the problem of cadaver shortage in Singapore.

Many medical professionals will agree that nothing beats the experience of an actual cadaveric dissection. However, the reason for this will surprise you. According to a medical humanities study, many medical professionals do not agree that dissection is the most efficient way of learning anatomy, but rather, that it serves as a rite of passage and esprit de corps for the profession.

Unless people begin to believe in donating their bodies for science, the use of plastinated specimens and simulations are probably Singapore’s best bets to deliver high quality anatomy lessons for the next generation of medical professionals.

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Copyright: Asian Scientist Magazine.
Disclaimer: This article does not necessarily reflect the views of AsianScientist or its staff.

Ivan Seah Yu Jun is a medical student at the University of Glasgow Wolfson Medical School in the UK.

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