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The place of the virtual dissection table Sectra in anatomy lessons of medical students

A. Todorov, D. Marinova, S. Trifonov, S. Doseva, S. Yochkova, R. Dotsova, I. Gerasimov, T. Rashev, E. Ivanov

Abstract

Anatomy is a key discipline not only in the field of medical education, but also in the professional development of a young medical doctor. It is the first discipline for every healthcare student when starting his/her training. In this process many students face psychological and pedagogical challenges - a lot of information, difficult knowl­edge reproduction and systematization, first dissection hall and working with corpses. This is an integral part of the classical anatomy training methods - dissection practice. The advances in technology have allowed the devel­opment of new and interactive methods, such as the medical table for virtual dissection Sectra. Different points of view can be demonstrated using some instruments in the 3D dissection of a real human body.

Our aim was to evaluate the students` opinion on the new innovative interactive method provided by the virtual dissection table Sectra in dissection practice. During the second semester of practical training in cadaver dissec­tion cycle, we performed a pilot practical exercise using the medical table for virtual dissection Sectra. An anon­ymous questionnaire was given to 50 students to evaluate their impressions and opinions concerning the place of the dissection table in their anatomy education. The students point the classical method for dissections as the main and most effective one, although accompanied by some obstacles. On the other hand they think that the in­novative method is interesting and useful. Most of the students` point that combining the two methods would be the best way to help them understand the information.

The classical dissection method has kept its relevance and importance. On the other hand the innovative methods are gaining more popularity and support because of the times we live in. The Sectra table gives us the unique op­portunity to provide basic knowledge of the body, adding more opportunities to the classical method. This com­bination gets the highest evaluation by students and instructors concerning effectiveness and success rate.





DOI: http://dx.doi.org/10.14748/ssm.v49i0.4852

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About The Authors

A. Todorov
Medical University of Pleven
Bulgaria

D. Marinova
Medical University of Pleven
Bulgaria

S. Trifonov
Medical University of Pleven
Bulgaria

S. Doseva
Medical University of Pleven
Bulgaria

S. Yochkova
Medical University of Pleven
Bulgaria

R. Dotsova
Medical University of Pleven
Bulgaria

I. Gerasimov
Medical University of Pleven
Bulgaria

T. Rashev
Medical University of Pleven
Bulgaria

E. Ivanov
Medical University of Pleven
Bulgaria

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