The use of Cadavers in my view, and from my experience of working and studying in the dissection lab of the National University of Ireland, Galway is one of the best ways human anatomy can both be taught and learnt and I believe is an essential aspect in the study of educational anatomy and should be utilised in the learning of anatomy where possible. The active, hands on exploration that cadaveric dissections provide, joined with excellent teaching methods makes for an interesting yet challenging method of learning anatomy. In saying this, I do believe that there are both pros and cons associated with the study of cadaveric anatomy.
My first time entering a dissection room, my initial emotion was fascination. This fascination stemmed from…show more content… 3D models, Visual anatomy applications and various other virtual reality programmes are available to use and download online sometimes at no cost and other times for a small fee. These computerised programmes aim to allow the student to gain an in-depth anatomical insight by exploring all aspects of human anatomy, examining regions and structures layer by layer, from the most superficial organ of the human body, the skin, to the deepest structure, the…show more content… But the question still remains, to what extent can these apps and systems be used in the learning and understanding of anatomy? Are they 100% reliable in terms of accuracy and correct information? Can these computerised resources replace cadaveric dissections? And finally, are they possibly the best method to utilise in the learning and understanding of anatomy? Answers to these questions may differ from person to person, but I personally believe that the role that a cadaver plays in the processing, digestion and assimilation of information that has been taught in lectures is paramount as from my experience of using these systems, and trying to learn from them, I feel like in terms of the positioning of anatomical structures such as muscles and nerves, these 3D visuals fall short. They provide only a rough and vague indication of the location of structures and sometimes don’t provide an accurate representation of the structures in comparison to viewing them on a gross specimen. They lack the aspect of precision that a cadaver would provide in terms of location, shape and size of anatomical structures. The idea that students can one day be taught a completely new topic, for example, the Brachial Plexus, and the next day enter into a dissection