Educational Paradigm Change to Dissect to Prosect or to Game (Simulation) That Is the Question?

Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca

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3

Computer Simulation; Educational Games; Teaching Methods; Anatomy; Human Body; Laboratory Procedures; Medical Education; Educational Objectives; Foreign Countries

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There is no question that a thorough knowledge and understanding of the gross architecture of the human body underlies sound medical practice and, therefore, comprises an early curricular goal. Thus, the exploration of palpable human anatomy in the dissection laboratory addresses the pivotal goal of establishing a comprehension of the three dimensional relationships underlying clinical applications and practice. To accomplish this objective, the 2 more obvious pedagogical issues revolve around content and process: "What anatomical facts does every competent practitioner need to know?" and "What instructional or educational method(s) will likely succeed in attaining the desired learning objectives?" The teaching of human anatomy is at the forefront of pedagogical change, and students are being academically prepared in a very modern and diverse environment. The art of computer simulations, and gaming with respect to the study of anatomy is expanding on a growth curve that is record setting. Anatomy training through dissection is being questioned. The author however does not believe that the practice of cadaveric dissection will ever become completely extinct, particularly in some specialty disciplines such as surgery. The author points to a need for more anatomical exploration through cadaveric dissection that is paramount in those areas as students progress through their specialties.

ERIC

4

2015

EJ1070102