Dental Students’ and Residents’ Opinions and Performance of Anatomy Learning via Cadavers or Plastinated Specimens

Abstract

Department of Diagnostic and Biomedical Sciences, The University of Texas Health Science Center at Houston School of Dentistry, Houston, TX 77054, USA . ABSTRACT: For centuries, cadavers have been the traditional model of teaching gross anatomy. However, with the large time investment and high cost of maintenance associated with cadavers, studying anatomy via plastinated specimens has become increasingly attractive. Plastination is a novel technique for preservation of the human body by replacing water content with polymers, creating specimens that are dry, odorless, durable, and nontoxic. In 2016, The University of Texas Health Science Center at Houston School of Dentistry (UTSD) underwent a significant curriculum reform by replacing cadaveric specimens with plastinated prosections. Objectives: The aim of this study was to investigate our dental students’ and residents’ perceptions of learning anatomy from cadavers or plastinated specimens, and to determine if student performance in anatomy lab exams have changed since this reform. Methods: A survey was administered to dental students and residents who studied anatomy via cadavers and/or plastinated specimens. Lab exam scores from the past six years were compared in these two models of anatomy instruction. Results: More than half of students in all cohorts believed that plastinated prosections can effectively replace the need for dissection. ANOVA analysis revealed that the switch from cadavers to plastinated specimens had a significant improvement of lab exam scores. Conclusions: At UTSD, the shift in learning anatomy from cadavers to plastinated specimens increased student satisfaction with anatomy instruction and improved student performance in the course.