Progressive curricular changes in medical education over the past two decades have resulted in the diaspora of gross anatomy content into integrated curricula while significantly reducing total contact hours. Despite the development of a wide range of alternative teaching modalities, gross dissection remains a critical component of medical education. The challenge posed to modern anatomists is how to maximize and integrate the time spent dissecting under the current curricular changes. In this study, an alternative approach to the dissection of the pelvis and perineum is presented in an effort to improve content delivery and student satisfaction. The approach involves removal of the perineum en bloc from the cadaver followed by excision of the pubic symphysis, removal and examination of the bladder and associated structures, examination and bisection of the midline pelvic organs in situ, and midsagittal hemisection of the pelvis for identification of the neurovasculature. Results indicate that this novel dissecting approach increases the number of structures identified by 46% ± 14% over current dissecting methods. Survey results indicate that students were better able to integrate lecture and laboratory concepts, understand the concepts, and successfully identify more structures using the new approach (P < 0.05). The concept of anatomic efficiency is introduced and proposed as a standard quantitative measure of gross dissection proficiency across programs and institutions. These findings provide evidence that innovative solutions to anatomy education can be found that help to maintain critical content and student satisfaction in a modern medical curriculum.

中文翻译：

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一种新型的人骨盆和会阴大体解剖方法。

在过去的二十年中，医学教育中课程的逐步变化导致将大体解剖内容散发到综合课程中，同时显着减少了总的接触时间。尽管发展了各种各样的替代教学方式，但大体解剖仍然是医学教育的重要组成部分。现代解剖学家面临的挑战是如何最大化和整合在当前课程变化下花费的解剖时间。在这项研究中，提出了另一种解剖骨盆和会阴的方法，以努力改善内容传递和学生满意度。该方法涉及去除会阴整块从尸体中取出，然后切除耻骨联合，膀胱和相关结构的切除和检查，中线骨盆器官的原位检查和二等分以及骨盆的中矢状半截，以识别神经脉管系统。结果表明，与目前的解剖方法相比，这种新颖的解剖方法将确定的结构数量增加了46％±14％。调查结果表明，学生能够更好地整合讲座和实验室的概念，理解概念并使用新方法成功识别更多结构（P <0.05）。提出并提出了解剖效率的概念，作为跨计划和机构的总体解剖能力的标准量化度量。这些发现提供了证据，表明可以找到创新的解剖学教育解决方案，有助于在现代医学课程中维持关键内容和学生满意度。