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dc.contributor.authorMcLachlan, JC
dc.contributor.authorBligh, J
dc.contributor.authorBradley, P
dc.contributor.authorSearle, J
dc.date.accessioned2017-05-03T14:36:16Z
dc.date.available2017-05-03T14:36:16Z
dc.date.issued2004
dc.date.modified2009-10-20T22:10:42Z
dc.identifier.issn0308-0110
dc.identifier.doi10.1046/j.1365-2923.2004.01795.x
dc.identifier.urihttp://hdl.handle.net/10072/25226
dc.description.abstractBackground 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherBlackwell Publishing Ltd
dc.publisher.placeOxford, UK
dc.publisher.urihttps://onlinelibrary.wiley.com/doi/full/10.1046/j.1365-2923.2004.01795.x
dc.relation.ispartofpagefrom418
dc.relation.ispartofpageto424
dc.relation.ispartofissue4
dc.relation.ispartofjournalMedical Education
dc.relation.ispartofvolume38
dc.subject.fieldofresearchBiomedical and clinical sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode32
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode52
dc.titleTeaching anatomy without cadavers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2004
gro.hasfulltextNo Full Text
gro.griffith.authorSearle, Judith


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