Anatomy Research International / 2018 / Article / Tab 3

Research Article

Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum

Table 3

Comparison of dissection to other forms of learning.

Questionnaire ItemYear 2Year 3
Frequency (%)Frequency (%)
SDDNASASDDNASA

Dissection should be replaced by Lectures100(75.8)30(22.7)2(1.5)0(0.0)0(0.0)98(74.2)26(19.7)4(3.0)0(0.0)4(3.0)
I feel Dissection should be replaced by computer-based programs78(59.1)36(27.3)16(12.1)2(1.5)0(0.0)68(51.5)50(37.9)10(7.6)(1.5)4(3.0)
Dissection should be replaced by pre-dissected material54(40.9)42(31.8)32(24.2)4(3.0)0(0.0)56(42.4)44(33.3)20(15.2)4(3.0)4(3.0)
I prefer dissection classes over other forms of learning0(0.0)20(15.2)32(24.2)60(45.5)20(15.2)4(3.0)16(12.1)38(28.8)60(45.5)14(10.6)
More time should be allocated to dissection0(0.0)20(15.2)36(27.3)48(36.4)28(21.2)2(1.5)16(12.1)20(15.2)60(45.5)34(25.8)
Students should be allowed to perform dissections by themselves4(3.0)10(7.6)30(22.7)40(30.3)48(36.4)6(4.6)12(9.1)20(15.2)42(31.8)52(39.4)
I will be disadvantaged if I do not attend dissection2(1.5)6(4.6)2(1.5)66(50.0)56(42.4)0(0.0)2(1.5)16(12.1)54(40.9)60(45.5)