Teaching anatomy without cadavers
Teaching anatomy without cadavers
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DOI：
10.1046/j.1365-2923.2004.01795.x
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发表时间：
2004-04-01
影响因子：
6
通讯作者：
Searle, J
中科院分区：
文献类型：
--
作者：
McLachlan, JC;Bligh, J;Searle, J
解剖学学习通常被认为是医学的必要条件，而接触尸体通常被认为是世界各地解剖学学习的必要条件。几乎找不到反对这些主张的声音。目的本文旨在考虑有关在解剖学教学中使用尸体的争论，并描述英国一所新医学院不使用尸体材料的决定背后的理由。首先，探讨了在解剖学学习中使用尸体的背景，并探讨了一些一般的教育原则。接下来，对使用人类尸体材料的争论进行了总结。然后，可能反对使用尸体的理由，包括教育原则以及成本，危害和实用性，被考虑。在现有的文献中，这些都没有得到很好的探讨。接下来，指出了一所新的英国医学院决定不使用尸体材料背后的理由，并描述了在不使用人类遗骸的情况下采用的解剖学教学方案。课程设计和开发，以及评估程序，简要介绍。围绕解剖病理学训练的问题，以及外科解剖学的研究生培训，在本文中没有解决。未来方向没有接触过尸体的学生对医学学习的影响的证据很少，显然，通过我们的计划，现在有机会收集这样的证据。我们预计这篇讨论文件将有助于一场正在进行的辩论，在这场辩论中，几乎所有关于这一主题的先前论文都得出结论，使用尸体对医学学习至关重要。
BACKGROUND Anatomy learning is generally seen as essential to medicine, and exposure to cadavers is generally seen as essential to anatomy learning around the world. Few voices dissenting from these propositions can be identified.AIMS This paper aims to consider arguments relating to the use of cadavers in anatomy teaching, and to describe the rationale behind the decision of a new UK medical school not to use cadaveric material.DISCUSSION First, the background to use of cadavers in anatomy learning is explored, and some general educational principles are explored. Next, arguments for the use of human cadaveric material are summarised. Then, possible arguments against use of cadavers, including educational principles as well as costs, hazards and practicality, are considered. These are much less well explored in the existing literature. Next, the rationale behind the decision of a new UK medical school not to use cadaveric material is indicated, and the programme of anatomy teaching to be employed in the absence of the use of human remains is described. Curriculum design and development, and evaluation procedures, are briefly described. Issues surrounding pathology training by autopsy, and postgraduate training in surgical anatomy, are not addressed in this paper.FUTURE DIRECTIONS Evidence relating to the effect on medical learning by students not exposed to cadavers is scant, and plainly opportunities will now arise through our programme to gather such evidence. We anticipate that this discussion paper will contribute to an ongoing debate, in which virtually all previous papers on this topic have concluded that use of cadavers is essential to medical learning.