Knowledge towards post-mortem examination and reasons for not specialising in morbid anatomy: study among medical undergraduate students

Background: The use of autopsy in medical education has been declining just as autopsy rate has been falling worldwide. This is further worsened by the prevention of medical students from attending autopsy sections in some areas. Aim of the study was to ascertain the knowledge of medical students towards autopsy and post-mortem examination. An additional objective was to assess reasons for not specialising in morbid anatomy.  Methods: The present cross sectional study was carried out among students of a medical college in Uttar Pradesh in the month of February 2016 using pretested self-administered questionnaire. The study population consisted of undergraduate medical students who were currently studying the forensic medicine and toxicology. A detailed proforma containing 20 questions was framed for the purpose of capturing socio-demographic information of the study participants, questions concerning knowledge about the post-mortem and reasons for not specializing in morbid anatomy.Results: 82.2% were aware that post-mortems are conducted to know the cause and manner of death. Three students (3.3%) opined that the post-mortem is to harass the relatives of the deceased. Almost all the students were having a fair knowledge about the gross procedure involved in the post-mortem examination. Majority of male students would not wish to specialize in morbid anatomy because it deals with death, while most of female students said either they had made up their mind to specialize in some other fields or they do not want to touch and dissect dead bodies.Conclusions: Students possess a reasonable knowledge about post-mortem but knowledge alone may not be enough for increasing the post-mortem/autopsy rate, unless they acquire the skills required for the procedure as currently they are not provided with any training during their medical curriculum.

Medical student’s perceptions of different teaching aids from a tertiary care teaching institution

Background: In recent years there has been increasing interest and growing concern regarding the role of learning environment in undergraduate medical education. Student’s feedback can play vital role in this regard. Aim of the study was conducted to access student’s perception of different teaching aids in a medical college, with an aim to improve their use in didactic lectures.Methods: In this cross-sectional study, all the medical undergraduate students currently studying in the second year were included in this study. A self-administered questionnaire served as study tool. The study population consisted of undergraduate medical students (MBBS) who were currently posted in the Department of Forensic Medicine for theory and practical classes. Questionnaire was handed out to 86 students. The inventory consisted of 25 items and each item scored on a five-point likert scale.Results: Out of 86, 80 returned the completely filled questionnaires. 62 (77.5%) out of 80 had their schooling in English medium and the visual aid predominantly used in the schools. Study subjects preferred a combination of audio-visual aids during a didactic lecture. Blackboard teaching was preferred in the following areas: Facilitated interaction between student and teacher, Aroused interest in learning, Helped to hold attention in class, More helpful to grasp the content, Better able to cope with teaching speed of teacher, More useful in small group, Increased ability to think and understand.Conclusions: Student’s preferences and feedback need to be taken into consideration when using multimedia modalities to present lectures to students. Feasible student suggestions must be implemented for further improving the use of audio-visual aids during didactic lectures to make teaching learning environment better.