The Silent Teacher's Role in Surgical Training: A Cross-Sectional Study on Medical Students' and Surgical Trainees' Attitudes toward Cadaveric Dissection

Abstract Cadaveric dissection is a cornerstone of surgical training, offering an essential educational tool for surgeons to develop and refine their surgical skills, anatomical knowledge, and understanding. This study aimed to investigate the socio-cognitive perceptions and attitudes of medical students and postgraduate surgical trainees regarding human body dissection. Specifically, the study sought to determine participants' satisfaction and engagement with factors that enhance positive learning outcomes. This descriptive cross-sectional study utilized an online questionnaire with 39 items, distributed via forms to the study population. Data were downloaded, organized in Microsoft Excel®, and analyzed using SPSS with descriptive and inferential statistics. Ethical considerations were addressed, and informed consent was obtained. A significant majority of participants (77.3%) found dissection engaging and considered it the most effective method for learning and understanding human anatomy. Approximately 84.1% reported that dissection helped them recall theoretical knowledge. Furthermore, 77.7% of participants agreed that dissection should not be replaced by other learning methods in the classroom. Cadaveric dissection is strongly perceived as a favorable teaching and learning method for anatomy. It provides participants with the knowledge, courage, and confidence to operate on the human body. Incorporating cadaveric dissection into surgical training programs allows surgeons to gain a deeper understanding of anatomical variations and complexities they might encounter in diverse patient populations. This knowledge is invaluable in preparing them to deliver quality surgical care across different cultural and geographic contexts.