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Ok, whatever. </p>
<p>:)</p>
<p>I guess that I agree with those who believe that learning must come in sequences. You don’t jump to certain courses before getting the basics/pre-requisites down first. I guess my question would be, what would the worth gained for someone who is entering the medical field to wait until they are ‘older’? A&P and accompanying labs are stepping stones to larger concepts that would me much more difficult to grasp without having the labs that they do. </p>
<p>I definitely would prefer to know that any medical professionals that care for me have had their coursework designed with best practices in mind. </p>
<p>If I ever decided to donate my body to science for this cause, I certainly would not do so with the intention that only medical students of a certain caliber be allowed to work with me. I also believe that, if in the course of dissecting a human body, someone is revealed to not be mature enough to treat the body with dignity, then it has served its purpose in weeding this person out of the medical field… that alone is a lesson and contribution in itself. I think the OP is limiting the ways in which she thinks students can learn from dissecting a cadaver. It’s not all about learning about every bone, muscle, nerve, vein, etc. It should be a personal growth opportunity and my bet is that those who supervise these labs are on the lookout for students who should consider other areas of study than the medical field. </p>
<p>I know at D2’s school, they have one of the highest admission rates to medical school in the country. One of the reasons??? If they don’t feel a student is sufficiently mature and intellectually ready to handle the study of medicine, they won’t write a good letter of recommendation. So the students, all along their four years of undergrad, know they need to perform at a professional level, or it won’t bode them well when applying to med schools.</p>
<p>“I do not see the need for a third year physical therapy student doing so.”</p>
<p>As a parent, I would assume that the school knows more about teaching its students than I do.</p>
<p>*edit to my earlier post:</p>
<p>We studied/worked on the cadavers (usually) twice a week.</p>
<p>Visiting cadaver labs or “having a cadaver available to them” isnt the same thing as having cadavers stored up in High Schools. But totally agree… *whatever *.</p>
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<p>Totally agree.</p>
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Totally agree. I was a TA in the neuroanatomy lab in college. Got to lay out the brain sections for the students. Yes. Human brain. Fascinating and wonderful opportunity. DS #2 took a neuroanatomy class last year. Got to work with an entire human nervous system. Now he’s in the anatomy lab. No better way to learn than hands-on. College is a great place to do so. If the opportunity exists in some fortunate places for AP HS students to visit anatomy or pathology labs, tant mieux (so much the better).</p>
<p>Oft times the cadavers are handed down based on priority. DD in undergrad anatomy was reusing a cadaver which had already had dissections done and been used by other years; in university research lab her hob was to procure the cadavers from the processing area and there was a pretty intense hierarchy as to who got which bodies depending on the needs and the ‘quality’ of the cadaver, research came behind med school in terms of who got which bodies based on the things from which they had diedl; as a med student she has a brand new cadaver.</p>
<p>To the OP, do you have a suggestion as to what other learning experience could be offered to provide the proper sequencing and be as effective as working on human cadavers? If there’s a better method, please enlighten us.</p>