Authors : Chandrika Teli, Chandrika Teli, Nilesh Kate, Nilesh Kate
DOI : 10.18231/j.ijcap.2020.009
Volume : 7
Issue : 1
Year : 2020
Page No : 36-41
Introduction: Cadaveric dissection forms integral part of learning anatomy. Few students are actively
involved in dissection and remaining are passive observers. Present study was conducted to compare
students’ perception about cadaveric dissection practices following group dynamics [allotting a dissectiontask
related to each student] And effect of following group dynamics during cadaveric dissection on
student’s performance.
Materials and Methods: Perception and performance in theory and practical assessments were compared
between control group [not following group dynamics] and study group [following group dynamics].
Results: Study group perceived following group dynamics has positive effect on learning and skill
acquisition. Difference in performance was not significant in first theory assessment between study and
control group, study group performed significantly better in both practical and second theory assessment.
Conclusion: Group dynamics used during dissections help students perform better by understanding
complex task by peer learning and feedback and also helps them to develop leadership, time management
and communication skills.
Keywords: Cadaveric dissection, Dynamics, Group performance, Roles, Learning.