Prosections in Anatomy Education: Establishing a Definition and Describing Preparation, Use, and Educator Perceptions

Abstract

There is an ongoing debate in anatomy education regarding the use of prosection versus student dissection in anatomy lab instruction. While there are plenty of studies comparing dissection and prosection, there are very few studies on how prosections are prepared and how they are used in anatomy instruction. Furthermore, there is no consistent definition of prosection used in the literature. This study used an anonymous questionnaire distributed to anatomy educators internationally and asked for educator views on defining, preparing, and using prosections in various course settings. One-hundred twenty-five completed responses representing fifteen countries and sixty-seven institutions underwent a thematic analysis to describe major themes in participant responses. From responses, a definition of prosection was developed, and the major perceived strengths and weaknesses of prosection use were described. Furthermore, quantitative data regarding the prevalence of prosection use as either a supplemental or primary resource and details pertaining to the perceived expertise of prosectors was collected. This study demonstrates the extensive reach of prosections in anatomy education and sets a foundation from which future studies on unique prosection preparation and use can stem from.

Keywords: Anatomy; Anatomy education; Anatomy teaching method; Prosection definition; Prosection(s).