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Effectiveness of a course utilizing cadaver‐based dissection in preparation for gross anatomy as perceived by undergraduate students upon entry to professional school

In light of the demand required of gross anatomy in professional school, we installed a cadaver dissection suite on our campus with two goals: first, to incorporate prosected human specimens into our undergraduate anatomy courses, and second, to develop an advanced human dissection course for highly, motivated, pre‐professional students. For enrollment into the course, students must complete an application process and be selected by the Anatomy faculty at Missouri Southern; the course has been offered four semesters from Spring 2013 to Fall 2015. In this study, we examine the perceived effectiveness of BIO 475, Advanced Human Dissection, in preparing students as they transition into gross anatomy (or equivalent) during their first year of professional school. To address this, an electronic survey was distributed to graduates that had completed the BIO 475 course. The survey requested information about the importance of BIO 475 as it related to gross anatomy (or its equivalent), their preparedness as provided by their undergraduate training, and the perceived level of comfort with adapting to the increased demands in professional school. Additionally, we addressed the helpfulness of BIO 433, Histology, in preparing students for similar material at the professional level. A majority of the students reported that the BIO 475 course was beneficial to their professional studies, and that they felt more adequately prepared for the demands of gross anatomy at the professional level. Although many students reported that the structures included in the course were adequate, one area emphasized as important for inclusion was anatomical structures of the hand. Students who completed both BIO 475 and BIO 433 reported that both courses better prepared them for gross anatomy and/or histology at the professional level. The development of the Advanced Human Dissection course is a distinct benefit to students as they matriculate into their professional studies, and it is imperative that undergraduate faculty recognize the value of a human dissection course in adequately preparing students for this transition. As such, we have begun advising all pre‐professional students to complete both courses, and will continue to collect and analyze the perceived usefulness of the courses in the future.