Learning anatomy on cadavers is better

Editor - I do not know how anyone can be against learning anatomy on cadavers.1 2 Surely this is the most relevant part of learning anatomy, definitely more related to the subject than learning from textbooks, simulations, or any other learning tools.

These tools should be used in addition to learning from the “real thing.” When I started the medical course the one aspect that I and at least some of the other students were most apprehensive about was learning from cadavers. However, a year into the course I believe that it is definitely the best way to learn anatomy. At Bristol the emphasis is on small group, demonstrator led teaching on predissected material. This means that while we do not generally dissect the material ourselves the teaching is relevant to what we need to know, and we also discuss clinical scenarios in relation to what can be seen on the cadaver. We use cadavers alongside other resources, including ourselves, so the course covers living anatomy in relation to such aspects as being able to find pulses on each other. When it comes to exam times, we can use the dissection room for private study, and alongside resources such as textbooks and computer assisted learning packages we can use the cadavers to study the human body in a three dimensional picture.

Learning anatomy on cadavers does not mean the end to other teaching methods, and we should not be trying to stop progress by refusing to use new learning techniques, such as computer simulations.

Sarah palframan, second year medical student, university of Bristol
Email: sp0891@bristol.ac.uk


studentBMJ 2001;09:357-398 October ISSN 0966-6494

1. chaudhry S. Learning anatomy on cadavers: for. studentBMj 2001;9:346. (September.)
2. Mohammed S. Learning anatomy on cadavers: against. studentBMj 2001;9:347. (September.)