74 - Prosections in Anatomy Education: Definitions and Descriptions to Improve Clarity and Replicability

Poster Board Number: 74
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Prosections are a versatile and commonly used resource in anatomy education. However, the definition of prosection that educators use is inconsistent. Research studies using prosections often do not provide an explicit definition of prosection. Some studies include implied details that infer a definition of prosection, and some studies attempt to define it, but lack detail. Often the default definition is simply “a predissected specimen.” Prosected specimens may refer to a fully dissected human donor or to detached, carefully dissected structures from a donor. Additionally, these specimens may or may not be plastinated. The absence of or inconsistency in definitions and descriptions of prosection in the literature is problematic because it limits the clarity and replicability of prosection-based educational research. To discuss prosections and their educational use, it is necessary to clarify how educators define and describe prosections.
In two separate, sequential studies, “prosection” was defined and described by anatomy educators. In the first study, anatomy educators internationally were invited to participate in an anonymous questionnaire and were asked to define prosection in a free-response text box. A total of 125 responses were received and underwent a thematic analysis to describe major themes which resulted in this definition of prosection: “An expertly predissected cadaveric specimen prepared by someone other than the individuals learning from them for the purpose of demonstration.” The second study was a phenomenological qualitative study using semi-structured interviews of 20 anatomy educators. Participants were provided the definition of prosection that was determined in the first study and asked to provide feedback. Interviews were recorded, transcribed, and transcriptions underwent a thematic analysis. The first definition of prosection was modified based on themes from the second study and suggestions for further descriptions of prosection were also determined based on themes that arose from participant responses. The major theme to arise was a general unsettlement with the word “expertly” and instead a preference for “high quality.” From these findings, updated and improved definition and description recommendations have been prepared to assist the anatomy community. Consistent definitions and descriptions can serve to improve the clarity and replicability of prosection based activities within the anatomy community. For programs interested in long-term solutions for anatomical education, future directions include clarifying how plastinated anatomical specimens fit into the definition of “prosection,” if at all, as determined by the anatomy community.