U of T Physical Therapy: Anatomy Dissection Belongs Here

I found the cadaver labs to be a very unique and valuable aspect to learning about human anatomy and how the various bodily systems integrate together to work in equilibrium. This is something that is invaluable to the profession of physical therapy, and I use my experiences from the labs during practice on a daily basis, as it reminds me how the human body and tissues are in real life, and not just in the text books. With that said, I also found that the expertise of the faculty and lab staff to elevate the learning to another degree, and I feel that at some points doing the actual directions took a large portion of the time from the labs. Time that I could have used to inspect the tissues or ask the staff clarification questions. I believery that a better approach for my particular point of view is to have prepared specimens, or projections, and to continue with the same curriculum, such that the time taken to dissect can be used for further learning.

Although at first I was apprehensive doing dissections, it proved to be incredibly useful in my learning of the human body. It is an experience that could not be replaced by textbooks or powerpoint slides and it has deepened my understanding of the human body. And because of it, I can confidently apply my knowledge of anatomy to my patients when performing various physical therapy skills to them.

The opportunity to take part in the anatomy dissection program was a significant persuading factor which led me to attend the University of Toronto for my physical therapy education. I viewed dissection as an integral component of gaining a thorough anatomy education, and this thought has been confirmed for me now that I have completed that phase of our program. Taking the time to dissect and study each layer of tissue allowed me to fully understand the complex relationships between different body structures. This provided me with a much more in depth understanding of the 3D architecture of the human body than my undergraduate anatomy course did, which solely used prosected specimens. Human dissection provides students an opportunity to see the unique difference between each cadaver, including variances in muscle size, nerve location, and tissue thickness. This aspect of anatomy is not captured in colour-coded textbook images or even in model prosected specimens, I believe it is necessary for physical therapy students to gain this understanding as each patient they see in clinic will have their own unique anatomical structure. A comprehensive understanding of the musculoskeletal system sets our profession apart from other health care professionals. Taking away the dissection program will be a detriment to the incoming physical therapy students, not only during their time at the University of Toronto, but also once they enter the workforce of practicing clinicians.

The cadaver labs were invaluable to my learning and understanding of anatomy, which is the basis of physical therapy. Cadavers are the only way to gain an appreciation for the depth and composition of structures in the human body. As a leading educational institution I am very surprised that U of T is even considering taking such a huge step backwards in their students' educational experience.

The cadaver dissections, under the tutelage of Anne Agur, were integral in preparation for clinical practice. In all five of my clinical placements, I have felt that my strong background in anatomy has prepared me uniquely to succeed. Through rigorous tactile learning in the anatomy labs with Anne, I dissected entire nervous pathways, discovered the tensile strength of the plantar fascia, and problem-solved through numerous muscle layouts and innervations - none of which would have been possible with didactic lectures or even prosected specimens. The physical act of dissecting a cadaver provided us with tangible experiences to bring to clinic - how deep the piriformis is when performing deep tissue massage, understanding internal structures of the knee when using ultrasound, and the ability to clinically reason through an anatomical abnormality. By removing the cadaver dissections, it implies that we do not value these bridging and integrative experiences for future students. I am soon to be an alumnus of this illustrious PT program and I want to be able to showcase to fellow professionals and future students the singularity of the University of Toronto experience. Currently, kinesiology and chiropractic schools are changing their model of education, which includes emulating the vast anatomy learning opportunities PTs are afforded. To lose one of the mainstays of University of Toronto PT propels the discussion to health care professionals across Canada that our program is falling behind. The privilege of dissecting cadavers is one cornerstone in the foundation of University of Toronto anatomy, in order to launch future physiotherapy students into their career.

The anatomy dissection component of the program has got to be one of the most invaluable learning experience for any future physical therapist. I feel privileged and grateful for having such a wonderful opportunity. It would truly be a shame if the dissection component were to be removed for the incoming physical therapy students.

As a physiotherapy student, I am a very active, hands-on learner. As such, the process of dissecting a human cadaver and being able to not only see but feel the relationships between anatomical structures has given me a much deeper understanding of how the human body is constructed and how it moves. Being able to truly understand and visualize human anatomy is an essential skill that a physiotherapist must possess in order to be proficient at the assessment and treatment techniques required in our profession. This deeper knowledge of human anatomy is something that I feel is best learned through participation in a dissection lab. Therefore, in my opinion the removal of these labs from the curriculum would greatly impede the learning of future physical therapy classes at U of T.

It disappoints me that such drastic changes have been put forth without consultation of the student body. Fortunately, the students I have begun my Physiotherapy career with, and my future colleagues, have a strong sense of responsibility for the future of this program and education of Physiotherapy in Canada. The removal of this component of our curriculum will significantly and directly influence the education of incoming clinicians. It goes without saying that the learning experience offered through cadaver dissections is second to none and invaluable to the development of any student's understanding of the human body. I personally found it pivotal in my own development and every single student I have talked to could not agree more. Furthermore, this program has earned it's reputation among all applicants, students, and professionals in the field because of its focus on students' learning and the quality of learning maintained. The cadaver lab and its dissection experience is something that has drawn people to the program; and I fear that removing this component will severely impair its reputation. So there is no question that this should be reevaluated. It must be understood that if a change such as this occurs, it may clear a path for similar "compensatory" decisions.

The opportunity to work firsthand with the cadaver specimens is second to none when it comes to understanding anatomy. As a profession deeply rooted in a strong knowledge of the musculoskeletal system, the anatomy dissection labs are vital. No amount of 3D technology can compare to the value of being able to study the body layer by layer and appreciate how the various systems of the body intertwine or relate through dissection labs. Removing this component of the curriculum would bring a great disservice to the future Physiotherapy students. U of T is often looked to as a leader in the field, and much of this success lies the professionalism and excellence of its students. We deserve a say in the direction of our education, so I strongly urge that our voices get heard as our future learners and colleagues will ultimately be affected.

Coming in to this program having an undergraduate degree in neuroscience, I had no exposure to anatomy cadaver dissection. My previous knowledge had included in class learning as well as drawing insight about basic human anatomy from the pictures of a textbook. Speaking from experience, I felt as if I was completely underprepared for the anatomy component in this program compared to some of my fellow classmates who had previously done dissection. Having learned anatomy completely from a textbook, and then a second time with the added benefit of cadavers, I can honestly say there is no comparison. Having cadaver labs allows those, like myself, who are coming from a field unrelated to physiotherapy to gain a knowledge base not possible out of a textbook. It allowed me to understand anatomy at the same level as my classmates who had seen it before. Moreover, physiotherapy is a profession in which 90% of our days are spent interacting with patients, performing extensive assessments for which we need to have an extremely in depth knowledge base of human anatomy, beyond that of some other health professions. If you take away a critical stepping stone responsible for giving us that in depth knowledge, you are taking away from the professional development of our future colleagues. As a graduating physiotherapy student, I feel it is my role to advocate for incoming years, and to stress the importance of keeping these cadaver labs in the curriculum.

I, at first, did not completely appreciate the importance of anatomy dissection as part of our Physical Therapy curriculum and was of the mind that prossections would provide adequate demonstration of the muscles, vasculature and network of nerves within the body. However, I quickly realized in the anatomy labs, under the expert guidance of Anne and her TAs, that the privilege of dissection allowed me to appreciate the individuality of each body and how the different layers work together to complete a picture of musculoskeletal health. I don’t think any other method of education could possibly allow me to appreciate the complex network of fascia surrounding muscles or appreciate how different parts of the body adapt to different pathologies or even body types. These hands on learning opportunities combined with Anne’s interactive lectures provided an opportunity to learn anatomy at a level I had never reached before, and this was the third anatomy course I have taken in my post-secondary education. The honour of dissection has provided me with a strong base to apply anatomy to the rest of my learning experience as a physical therapy student in an invaluable way. This knowledge will carry over to my future work as a health care provider, allowing me to provide the best possible care to my patients.

Human anatomy is one of the most challenging topics a student can study. Completing my undergrad at a small university meant I was required to learn anatomy with limited resources such as textbooks, lectures, and 3-D models. These resources failed to provide me with a robust 3-D knowledge of the human body. Consequently, when deciding which PT school to attend, I ensured that I choose one that offered cadaver dissections. Being a student who learns best by "doing," I believe that nothing can compare to the learning experience of dissecting cadavers. It is one thing to memorize origin and insertions or routes traveled by vessels but after regurgitating it on an exam it is soon forgotten. However, physically following these vessels and tracing their pathways with my hands helps me remember them forever. Moreover, performing the dissection, removing layer by layer, provided me with a strong 3-D understanding of the structures from superficial to deep and how they are oriented in reference to one another, which is something that prosections fail to provide. A strong anatomical knowledge serves as the starting point for many PT assessment and treatment techniques and without cadaver dissections I would not be confident with my 3-D knowledge of human anatomy. For this reason I strongly believe that future PT students should be granted the same opportunity to learn anatomy through cadaver dissections as this will have a strong influence on their clinical practice as a PT.

Coming into this program, I considered myself lucky. Lucky that I had a background in exercise science from high school, kinesiology from my undergraduate degree; courses that emphasize human anatomy from both. Imagine the shock when I took anatomy with Anne Agur and realized how much I did not know. Now consider the students who come into this program without a background in anatomy and realize that these same students could one day be treating you, your spouse, your parents or your kids. Wouldn't you want these future therapists to receive the absolute best education in such an integral subject of physiotherapy, from a professor who has quite literally wrote the book on human anatomy? Anatomy with Dr. Agur made an impact. The lectures, the dissections, the drawings, they all offer students multiple ways to absorb what we are learning. The course challenged us to go beyond the typical read and regurgitate formula. The dissections especially brought a deeper layer of understanding to students. This is an incredibly rare opportunity to see inside the body and truly, truly comprehend the intricacies of the body. The same intricacies that physical therapists need to know how to provide the highest quality treatment for. Taking away the dissection labs, and doing so without so much as a notice to students in the program, would be a tremendous loss for not just the University of Toronto's reputation, but to the faculty's relationship with its students and, most importantly, to the quality of education that the Department of Physical Therapy provides to its students. We're the next generation of healthcare providers. Our education should not be compromised, and especially not without an open discussion and consultation from the committee involved in making the decision.

Speaking as a student who throughout undergrad went without the use of cadavers for the purposes of studying anatomy, I can unequivocally state that their importance is essential for a comprehensive understanding of the intricacies of the human body. As future physiotherapists, we will not be dealing with prosections of patients, or their two dimensional representations, we will be treating the entire patient. In order to do this, in order to understand their conditions and how to treat them, we need to be experienced and knowledgeable as to how the entire person is structured and functions. Cadaver dissection labs have enabled students at U of T to attain this knowledge, an invaluable experience that has made us better clinicians. Anne has also demonstrated an incredible amount of passion towards teaching and improving the understanding of the human body for all of her students for many years. She has the knowledge and experience that very few current professors have; to remove her from her position will be lessening the experience for future students. She has ensured over the years that all of her students show the utmost respect for the individuals who have so graciously donated their bodies to improve our learning.

As a student coming from an undergraduate program with no experience in cadavers, I would be lying if I said I felt comfortable with the idea of dissection upon beginning this program. But as the labs began, and with the guidance from Anne & her TA's, I very quickly began to understand and appreciate the impact the dissections would always have on me. The dissections gave me a hands on opportunity to visually see and understand how the body is so complicatedly organized. It provides an opportunity to explore the different layers and systems and how they are all related and that is something pro-sections or textbooks simply cannot offer. Not only did I feel my immense understanding of human anatomy grew after completing the dissections, but it has stuck with me throughout the program and that is something I cannot say for my previous, traditional anatomy training in my undergraduate degree. After gaining an intimate understanding of the gross anatomy, I can now problem-solve my way through clinical presentations that may not have been taught to us, I can think my way through muscle actions, origins, insertions, innervations, and blood supply , all of which make the foundation for physiotherapy assessment and treatment and I truly believe that is solely due to learning from the cadavers. I believe the dissections are what make U of T stand out from other programs and what makes the students critical thinkers and analyzers and not just people who are able to memorize content from a textbook. I was honestly shocked and saddened to hear about this proposed removal from our curriculum and can confidently say future students and therefore future physiotherapists would be losing a key component in their education and ability to be the exceptional healthcare professionals known to be associated with the University of Toronto.

What at first was uncomfortable to me became one of my most treasured learning experiences of my academic career: cadaver dissection. As a future physiotherapist, I strongly believe that using my own hands to explore the intricacy of the human body was key to my success in anatomy this past year. For those tactile and "do-er" learners, this experience cannot be matched by replacing it with textbooks, self-studies or prosections. I believe the individuals who would be directly affected by such changes (the students) should have a voice in collaborating to create the best learning experience and ensuring that our future colleagues do not miss out on such an invaluable experience. Let us honour those who donated their bodies to better science by continuing to let students explore the human body at its most intimate level.

I believe that the anatomy program at U of T is unparalleled to other programs. I believe it would be a mistake to remove this valuable resource that makes this program unique. Being able to dissect and physically palate the musculature and vessels within the body gave me a wholistic understanding of human anatomy that I will be able to carry with me as a future practitioner. I believe that the anatomy program and the opportunities it provides gives students graduating from U of T PT an edge when it comes to practical skills and knowledge. This program should forever stay a part of U of T PT.

On the very first day of PT school we had a lecture that prompted us to discover the learning style that suited us best. Each placement/internship we are encouraged to speak with our CI's about how we learn the best so we can have the best opportunity possible. I used to think that reading out of a textbook and reciting my lecture slides over and over was the best way I was able to learn and sure this strategy got me through undergrad just fine. The thing is, I might have retained some of that memorized information but if you asked me to apply it, I would be at a loss. Being able to learn not only with our eyes but with our hands through dissection of the human body allows learners of all types to truly gain an applicable understanding of anatomy. We are given the opportunity to learn manual skills in clinical lab and during internships, and I feel it would be detrimental to the future PT students if they we not given the opportunity to learn about the human body in the same way we did. With so much emphasis placed on allowing students to learn in the way best suited for them, why would we want to take away this crucial learning platform. Human dissection will make the future physiotherapist representing U of T better able to visualize MSK injuries, understand the complexity of the nervous, vascular and MSK systems, and allow them to better apply knowledge in a clinical/ hospital setting. If thats not what we want representing the U of T MScPT program, then I don't know what is.

I truly believe that the dissections currently afforded to PT students are an invaluable opportunity to learn about the musculoskeletal system. Having a first hand examination of the layering of structures within the human body allowed me to develop an appreciation for and knowledge of anatomy that I had not previously gained from undergraduate courses that utilized purely prosected specimens. In a profession like physiotherapy that involves working with the human body and understanding how it functions, I feel strongly that this type of intimate knowledge of anatomy is absolutely critical. The confidence I have in my anatomy knowledge is thanks to the experiences that the dissection labs provided me, and those experiences should not be taken from future classes of PT students entering this program.

Coming from an undergraduate background that was not kinesiology, one of my biggest fears entering PT school was how I was going to get through anatomy. My exposure to anatomy had only been through lecture, textbooks and diagrams - methods that did not allow me to visualize and conceptualize the structures in the body effectively. I believe my success in the anatomy course has been due to the invaluable opportunity for dissection. Being able to physically cut through each layer of tissue and see how every structure is oriented in relation to another provided me with the ability to visualize different systems clearly after lab. In a profession where our hands are our greatest tools, it makes sense that we use them in anatomy to fully understand the complex nature of the human body. I believe that if the dissection portion of anatomy is cut from the program, it will have a negative impact on future graduates.