Anatomy Without  Dissection II

Synopsis: Learning clinical anatomy is challenging due to the high cognitive load resulting from the combination of identification and spatial orientation tasks, with application to clinical practice and patient experience. The optimum format and resourcing of clinical anatomical training is debated: notably, many approaches continue to utilise traditional methodologies, resources, and information, despite the availability of contemporary alternatives. This session will discuss alternative approaches that are led by evidence-based learning theories, and that provides learners with the opportunity to explore, mentally manipulate and conceptualise anatomical learning outcomes via a variety of novel routes, resources, and methodologies to accelerate learning and advance standards.

Synopsis: At the University of Sunderland we use a wide range of learning resources and approaches to deliver blended anatomy teaching. These include cadaveric anatomy, Anatomage, Virtual Human Dissector, Complete Anatomy, anatomical models, ultrasound and body painting. The underpinning framework to guide our approach is Instructional Design.  Our students appreciate their varied learning experiences. For staff, having to choose which learning tool/approach to use has promoted creative thinking and innovative approaches and has deepened our pedagogy. In the words of Jeff Duntemann, ‘A good tool improves the way you work. A great tool improves the way you think." 

Synopsis:The Post-Mortem continuum recognises ‘anatomy over time’ rather than as a fixed and static point. The morphology and decay of anatomical structures are therefore an integral part of anatomical education especially as applied to forensic sciences. Currently, in the UK, the only way to study gross anatomical post-mortem changes over time is to use animal analogues, usually domestic pigs (Sus scrofa). This is done at an animal taphonomy facility, where fallen stock animals are left to decompose, in a variety of conditions, to determine the effect of these conditions on the decomposition process. In eleven human taphonomy facilities abroad, this process can be observed and monitored on donated human cadavers. This illustrated talk will highlight the need to recognize anatomical education as a process beyond the fixed images in the digital representation of the corpse, important though they are. This talk will raise some of the challenges to the idea of the human taphonomy facility or the ‘body farm’ and other alternatives to understand, research and teach the decomposing corpse.