Research Article
Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum
Table 1
Student perceptions about the importance of dissection.
| | Questionnaire Item | Year 2 | Year 3 | | Frequency (%) | Frequency (%) | | SD | D | N | A | SA | SD | D | N | A | SA |
| | Overall, I am satisfied with the dissection program | 2(1.5) | 8(6.0) | 20(15.2) | 68(51.5) | 34(25.8) | 6(4.5) | 34(25.8) | 28(21.2) | 36(27.3) | 28(21.2) | | The dissection deepened my understanding of anatomy | 0(0.0) | 4(3.0) | 14(10.6) | 86(65.2) | 30(22.74(3.0) | 4(3.0) | 6(4.5) | 24(18.2) | 68(51.5) | 30(22.7) | | The dissection provides better understanding of clinical skills examination | 2(1.5) | 10(7.6) | 32(24.2) | 62(47.0) | 26(19.7) | 2(1.5) | 16(12.1) | 22(16.7) | 60(45.5) | 32(24.2) | | The dissection enhanced my respect towards the human body | 4(3.0) | 12(9.1) | 28(21.2) | 56(42.4) | 32(24.2) | 2(1.5) | 4(3.0) | 22(16.7) | 68(51.5) | 36(27.3) | | The dissection provided better understanding of the effect of trauma | 4(3.0) | 2(1.5) | 36(27.3) | 58(43.9) | 34(25.8) | 0(0.0) | 10(7.8) | 36(27.3) | 54(40.9) | 30(22.7) | | Dissection makes learning more interesting | 2(1.5) | 0(0.0) | 12(9.1) | 76(57.6) | 44(33.3) | 0(0.0) | 2(1.5) | 12(9.1) | 68(51.5) | 50(37.9) | | The dissection helped me to recall what I learnt | 0(0.0) | 4(3.0) | 12(9.1) | 80(60.6) | 36(27.3) | 0(0.0) | 6(4.5) | 28(21.2) | 60(45.5) | 36(27.3) | | Dissections gives me a lasting knowledge | 0(0.0) | 8(6.1) | 20(15.1) | 86(65.2) | 18(13.6) | 0(0.0) | 10(7.6) | 32(24.2) | 62(47.0) | 28(21.2) |
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