PURPOSE
Cadaveric dissection is an essential component of medical anatomy
education, with studies consistently demonstrating that students value
hands-on dissection for developing spatial understanding. As curricula
evolve, medical programs are increasingly integrating innovative tools such
as customized dissection guides and multimedia resources to better support
students’ academic and technical needs. Surveys of learner perception play a
crucial role in evaluating such curricular modifications, helping educators
balance student engagement with the practical and clinical utility of
dissection resources.
METHODS
Recognizing that Grant’s Dissector often required extensive modification
and frequently conflicted with faculty-directed steps, anatomy faculty at the
Medical College of Georgia (MCG) developed an in-house dissector tailored to
the institution’s educational objectives. Using surveys administered to two
medical classes, this study assessed student perceptions of the new dissector
relative to Grant’s Dissector. Independent-sample comparisons of the surveys’
Likert items were conducted using Welch’s t-tests, and open-ended responses
were thematically analyzed.
RESULTS
Mean student ratings were higher on surveys of the in-house dissector
compared with the initial survey of Grant’s Dissector, and all differences
were statistically significant (p < 0.05), indicating that the MCG
dissector improved students’ perceived lab preparedness, step management, and
anatomical understanding. Thematic analysis of written responses revealed
that students valued the MCG dissector’s clear, stepwise instructions and
integrated images, which closely aligned with lab activities and faculty
guidance, while suggestions for improvement focused on adding images,
refining formatting, and enhancing navigability.
CONCLUSIONS
These findings support continued iterative development of the in-house
dissector, guided by longitudinal student feedback and objective measures of
learning outcomes. Moreover, the positive student reception highlights the
value of institution-specific dissection resources that can be rapidly
adapted to an evolving curriculum.