{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,9]],"date-time":"2025-10-09T01:05:42Z","timestamp":1759971942299,"version":"build-2065373602"},"reference-count":26,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2024,7,2]],"date-time":"2024-07-02T00:00:00Z","timestamp":1719878400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["anatomypubs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Anatomical Sciences Ed"],"published-print":{"date-parts":[[2024,9]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Reduced hours of instruction are reported within the gross anatomy education literature. Anatomy instruction continues to be challenged with motivating and inspiring learners to value the contribution of gross anatomy knowledge to their career development alongside increased organizational demands for efficiency and effectiveness. To address these demands, this retrospective study sought to understand how the relative timing and amount of gross anatomy instruction were related to examination performance. Undergraduate and graduate students between 2018 and 2022 were assigned to three cohorts determined by enrollment in prosection\u2010based anatomy only (<jats:italic>n<\/jats:italic>\u2009=\u2009334), concurrent enrollment in prosection\u2010 and dissection\u2010based anatomy in the same semester (<jats:italic>n<\/jats:italic>\u2009=\u200967), or consecutive enrollment in the courses one year apart (<jats:italic>n<\/jats:italic>\u2009=\u200943). Concurrent students had higher prosection\u2010based anatomy examination scores than prosection\u2010only and consecutive students. Consecutively, enrolled students outperformed concurrently enrolled students on the first two dissection examinations but showed no performance differences on the third and fourth dissection examinations. While the results on the timing and presentation of anatomical instruction were inconclusive, the results do support increased instructional time using both prosection and dissection modalities concurrently to improve performance on identification\u2010based gross anatomy examinations.<\/jats:p>","DOI":"10.1002\/ase.2479","type":"journal-article","created":{"date-parts":[[2024,7,2]],"date-time":"2024-07-02T14:53:34Z","timestamp":1719932014000},"page":"1299-1307","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Relationship between the relative timing of prosection and dissection experiences and laboratory examination performance in a gross anatomy course"],"prefix":"10.1002","volume":"17","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9895-8705","authenticated-orcid":false,"given":"Jason F.","family":"Martin","sequence":"first","affiliation":[{"name":"Department of Biomedical Sciences, College of Veterinary 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