AUTOPSY AS A PART OF CURRICULUM: STUDENT’S PERCEPTIVE
AbstractBackground: Autopsies continue to have a multifactorial role in the delivery of modern undergraduatemedical education, despite the radical educational reforms and decline in autopsy rates over the lastdecade. This study was conducted to highlight the usefulness or otherwise of autopsy as a part ofMBBS curriculum from students’ point of view, especially in the backdrop of the controversy amongstthe medical educators on whether Forensics was to be kept as a part of MBBS curriculum. Methods:The study design is descriptive cross-sectional study. All the students of 3rd year MBBS who hadrecently completed their autopsy visits, accompanied by dedicated members of the faculty, were invitedto mark their comments on a especially designed questionnaire with 5 point Likert scale. Theircomments were analysed about how useful and necessary is autopsy is in medical education; theirpersonal distaste for the procedure; staff attitudes; and exploration of alternative teaching methods. Thedata was analysed to determine simple frequency distribution and mode of the students’ responses. Thedifference between male and female students’ responses was calculated by using Chi Square throughcrosstab. All analyses were carried out using SPSS Version 19. Results: The data collated from thequestionnaire showed that, students regard the autopsy as useful in medical education, and alternativeslike videos and printed literature would not be as effective. For some, autopsy was a stressful event andfew actually found it an unpleasant and distasteful experience. Majority students agreed that the attitudeof the teaching staff was supportive of the learning process. Conclusions: It is concluded that teachingbased on autopsy teaches valuable skills, some of which are not easily learnt elsewhere, however, theunpleasant aspects of the autopsy demonstration should be kept to a minimum to encourage attendanceand promote a sense of its value.Keywords: Students, views, autopsy, medical curriculum
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