Perceptions of Medical Students Toward Cadaver Dissection in the Anatomy Course at Two African Universities

الملخص

Background: Cadaver dissection remains a cornerstone of medical education, offering unparalleled hands-on experience in anatomical learning. Despite ongoing debates about its emotional impact and relevance in the age of advanced virtual technologies, dissection continues to play a vital role in enhancing anatomical comprehension.

Objective: This study aimed to explore medical students’ perceptions of cadaver dissection.

Methods: A cross-sectional study was conducted at the University of Medical Sciences and Technology (UMST) in Sudan and the University of Rwanda (UR). A standardized, self-administered questionnaire was used to collect data from medical and dental students enrolled in gross anatomy courses, including voluntary participants.

Results: A total of 314 students participated, comprising 169 females (53.8%) and 145 males (46.2%), with ages ranging from 16 to 26 years. Over half of the participants (51.9%) were from UMST. The majority (82.8%) were medical students, while 17.2% were dental students. Most students (86.6%) described their first dissection experience as exciting. Additionally, 77.1% reported that dissection enhanced their understanding of anatomy, and 70.5% stated it improved their ability to recall anatomical structures compared to other learning methods. Furthermore, 55.4% preferred dissection over alternative methods, and 82% considered it essential to their medical education. However, challenges were noted: 47.1% had difficulty identifying structures, 74.2% were disturbed by the smell of formalin, and 29.9% experienced anxiety during dissection sessions.

Conclusion: The majority of students valued cadaver dissection as an effective and irreplaceable component of learning anatomy. Despite emotional and sensory challenges such as formalin odor, structural complexity, and anxiety, students demonstrated a strong preference for dissection and expressed respect for the cadaver as a vital educational resource.