However, studies on the outcomes of PBL and 17-DMAG price CAL have shown contradictory results [19�C22]. In a more recent study by Van der Vleuten group [23], students divided into tutorial groups according to PBL program policy tended to skip the causes and the underlying mechanisms of a case study they were asked to deal with and to immediately start looking for the correct diagnosis and not to bother to formulate appropriate learning objectives. More importantly O’Neill [24], unlike others [25], suggests that the focus on diagnostic problems should inhibit the building of an appropriate knowledge of basic sciences compulsory for medical graduate to safely practice.

Van der Vleuten group, in a study comparing Dutch students’ levels of anatomy knowledge as measured by a case-based anatomy test with standards set by different groups of experts, also reported that many students did not know enough about anatomy as the standards established by the anatomists, clinicians, and recent graduates would yield failure rates of 42%, 58%, and 26%, respectively [26].In fact, the integrated PBL approach seems to be associated with uncertainty among students about their basic science knowledge as well as presumed deficiencies particularly in clinical anatomy [23].On the other hand, Gogalniceanu et al. [27] studied 174 first and second year London medical students and observed that 99% of the students both agreed that more curricula time was needed to understand the subject they were expected to learn and disapproved of the proposal to close the university’s dissection facilities and remove dissection from the curriculum.

Dissection and prosection were considered to be the most useful methods of learning anatomy (75% of students believed dissection was the single most useful method of learning anatomy), whilst the least popular was the PBL/CAL combined.Is Using Human Body Donation in Medical Education Therefore Old-Fashioned or Not? As previously stated [2�C4], dissection is intimately bound to the study of the human body and the medical training; in the Anglo-Saxon countries, according to Anatomy Act of 1832 (which was subsequently repealed by the Anatomy Act in the 1984 and by the Human Tissue Act in the 2004), the traditional view is, so far, that teaching using anatomic specimens will provide the essential building blocks of knowledge for future doctors.However, just as the use of human Entinostat tissue for research has become controversial [28] for ethical and practical reasons, the use of human specimens for teaching purposes is surrounded by emotional and ethical worries [29, 30].