Time-lapse dissection videos: traditional practice in a new, digital format

Abstract

This research introduces an innovative series of time-lapse dissection videos that enable accelerated observation of the dissection process. Cadaveric dissection has consistently been described in the literature as a reliable method for enhancing student understanding and visualisation, however as a process it is expensive and extremely time-consuming, hence it is often inaccessible to learners. When active dissection is unavailable, prosections can be used to teach anatomy, however a considerable amount of spatial and structural information is lost during the dissection process. These time-lapse videos demonstrate dissection quickly and accurately and allow an irreversible process to be rewound and rewatched with flexibility. Results suggest that time-lapse offers a comprehensive and engaging view of the dissection process that students appreciate being able to observe within a concise timeframe. Written annotation, audio narration and colourful highlighting were essential inclusions following student feedback. These videos can provide instruction before dissection classes or can expose the dissection process to learners without access to cadaveric specimens. However, certain invaluable elements of practical dissection are rooted within constructivism and cannot be replicated by video. Time-lapse dissection videos should therefore be used to supplement and not replace active dissection.

Keywords:

• Cadaveric dissection
• educational videos
• time-lapse
• anatomy teaching

Acknowledgements

The author wishes to give thanks to the generous body donors of Keele University who consented to their images being used within these videos to enhance the learning of future healthcare professionals. The author also wishes to thank each of the students who took the time to provide constructive feedback throughout this project, particularly during the trying times of the pandemic.

Disclosure statement

No potential conflict of interest was reported by the author(s).