Surg Radiol Anat (2007) 29:173–180 DOI 10.1007/s00276-007-0180-x 123 TEACHING Do we need dissection in an integrated problem-based learning medical course? Perceptions of Wrst- and second-year students Samy A. Azer · Norm Eizenberg Received: 6 July 2006 / Accepted: 14 December 2006 / Published online: 21 February 2007  Springer-Verlag 2007 Abstract Background The introduction of a problem-based learning (PBL) curriculum at the School of Medicine of the University of Melbourne has necessitated a reduction in the number of lectures and limited the use of dissection in teaching anatomy. In the new curricu- lum, students learn the anatomy of diVerent body systems using PBL tutorials, practical classes, pre-dis- sected specimens, computer-aided learning multimedia and a few dissection classes. The aims of this study are: (1) to assess the views of Wrst- and second-year medical students on the importance of dissection in learning about the anatomy, (2) to assess if students’ views have been aVected by demographic variables such as gender, academic background and being a local or an interna- tional student, and (3) to assess which educational tools helped them most in learning the anatomy and whether dissection sessions have helped them in better understanding anatomy. Methods First- and second-year students enrolled in the medical course participated in this study. Students were asked to Wll out a 5-point Likert scale question- naire. Data was analysed using Mann–Whitney’s U test, Wilcoxon’s signed-ranks or the calculation of the Chi-square value. Results The response rates were 89% for both Wrst- and second-year students. Compared to second-year students, Wrst-year students perceived dissection to be important for deep understanding of anatomy (P < 0.001), making learning interesting (P < 0.001) and introducing them to emergency procedures (P < 0.001). Further, they preferred dissection over any other approach (P < 0.001). First-year students ranked dissection (44%), textbooks (23%), computer-aided learning (CAL), multimedia (10%), self-directed learning (6%) and lectures (5%) as the most valuable resources for learning anatomy, whereas second-year students found textbooks (38%), dissection (18%), pre-dissected specimens (11%), self-directed learning (9%), lectures (7%) and CAL programs (7%) as most useful. Neither of the groups showed a signiWcant pref- erence for pre-dissected specimens, CAL multimedia or lectures over dissection. Conclusions Both Wrst- and second-year students, regardless of their gender, academic background, or citizenship felt that the time devoted to dissection clas- ses were not adequate. Students agreed that dissection deepened their understanding of anatomical struc- tures, provided them with a three-dimensional per- spective of structures and helped them recall what they learnt. Although their perception about the impor- tance of dissection changed as they progressed in the course, good anatomy textbooks were perceived as an excellent resource for learning anatomy. Interestingly, innovations used in teaching anatomy, such as interac- tive multimedia resources, have not replaced students’ perceptions about the importance of dissection. S. A. Azer Was a Senior Lecturer in Medical Education at the Faculty Education Unit, School of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, VIC, Australia N. Eizenberg Department of Anatomy and Cell Biology, University of Melbourne, Melbourne, VIC, Australia S. A. Azer (&) Professor in Medical Education, School of Medicine, University of Toyama, Toyama, Japan e-mail: azer2000@optusnet.com.au