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Azim HM, Santare JA, Sprague AV, Murphy RJ, Miller LC, Perrotta SE, Maddahi YN, Record MJ. How about an anatomy elective? Making a case for utilizing spaced repetition and longitudinal integration of anatomy in medical curricula. BMC MEDICAL EDUCATION 2025; 25:462. [PMID: 40165233 PMCID: PMC11956444 DOI: 10.1186/s12909-025-07021-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2025] [Accepted: 03/14/2025] [Indexed: 04/02/2025]
Abstract
BACKGROUND Anatomy can be rapidly forgotten without repetition and retrieval. With an overall decrease in time allotment for teaching discrete subjects, longitudinal integration of anatomy throughout medical curricula is a more effective approach. This study sought to assess the efficacy of spaced repetition in an integrated anatomy elective. METHODS An advanced anatomy elective course was designed for second-year medical students at one medical school. Spaced repetition was utilized to review gross and radiological anatomy. A total of 21 students participated in 2022 and 2023. Student reflections were collected via an online survey and focus group interviews. Qualitative data was thematically analyzed using an abductive coding scheme. Major themes and subthemes were identified via cross-case analyses. RESULTS Survey results showed that 95% of students felt better prepared for USMLE Step 1 after taking this elective. Strongest aspects of the course were identified as: 1) reviewing anatomy in the context of medical imaging, 2) revisiting anatomy lab as teaching assistants, 3) reinforcing foundational and multidisciplinary basic science concepts using clinical case questions. Overall findings based on both phases of data analysis indicated that participation in the elective increased student confidence in preparation for Step 1 and helped solidify their understanding of foundational anatomical knowledge while also enhancing metacognition. CONCLUSIONS An anatomy elective course can serve as an efficient and effective step toward longitudinal integration of anatomy in undergraduate medical curricula. Future research is needed to assess the quantitative impact of this educational intervention on long-term learning and student performance on Step 1.
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Affiliation(s)
- Homaira M Azim
- Department of Neurobiology and Anatomy, Drexel University College of Medicine, Bethlehem, PA, USA.
| | | | | | | | - Luke C Miller
- Temple/St. Luke's School of Medicine, Bethlehem, PA, US
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Vacca L, Foresta A, Caramazza D, Lombisani A, Mastrovito S, Pierro M, Scambia G, Ercoli A, Campagna G. Young surgeons' perspectives on surgical anatomy teaching: Insights from a Delphi study. Eur J Obstet Gynecol Reprod Biol 2025; 309:126-130. [PMID: 40127579 DOI: 10.1016/j.ejogrb.2025.03.039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2025] [Accepted: 03/16/2025] [Indexed: 03/26/2025]
Abstract
OBJECTIVE Minimally invasive surgery has gained popularity in gynecologic surgery over the last decades. With this, surgical training has inevitably changed, and new generations of surgeons have been faced with this paradigm shift. Current advances in technology, especially in minimally invasive surgery, as well as the rapidly changing surgical strategies pose a major challenge for the training of young surgeons. More focus on evolving technologies may result in a reduction in teaching hours and a possible decline in anatomy knowledge among medical professionals. The aim of this Delphi like survey was to explore the perspectives of young surgeons on surgical anatomy education and identify the most effective teaching tools and methods to enhance anatomical knowledge and surgical proficiency in the evolving landscape of gynecologic surgery. METHODS A Delphi study was conducted during an international surgical anatomy meeting in Rome, involving 120 participants, including gynecologists, urologists, and general surgeons. An online, self-administered questionnaire consisting of 9 demographic questions and 48 general statements. Statements has been rated using a Likert scale (with 1 indicating strong disagreement and 9 strong agreement). Statements achieving ≥ 70 % consensus were excluded from subsequent rounds, while those with 60-70 % agreement were revised, reanalyzed and rephrased for the second round. The second-round questionnaire consisted of 7 revised statements, and the same procedure for analysis was applied. Data were analyzed using descriptive and inferential statistics. Statistical analyses were performed using SPSS v26, and results were summarized across two Delphi rounds. RESULTS Consensus was achieved on several key areas of surgical anatomy education. Young surgeons agreed on Cadaveric models (88%) and virtual reality (VR) simulators (88%) as the most effective teaching tools, while plastinated specimens (41%) and anatomical drawings (46%) were deemed less effective. The necessity of standardized anatomical terminology was strongly endorsed (93%), as were foundational principles of open (98%) and vaginal surgery (90%). Participants emphasized the importance of hands-on training, with 91% supporting the need for practical skill development, including suturing and electrosurgical safety. A combined approach using virtual reality simulators and laparoscopic trainers was preferred (88%), while 78% of participants found cadaveric dissection and 3D models more effective than operating room observation. Additionally, 77% highlighted the importance of incorporating soft skills, such as leadership and teamwork, into surgical curricula. Despite advancements in teaching modalities, only 55% of participants reported being satisfied with the surgical anatomy education with 64% expressing the need for receiving more informations regarding techniques, instruments, costs, and materials. CONCLUSIONS This Delphi study underscores the importance of integrating traditional methods, such as cadaveric dissection, with innovative technologies like virtual reality simulators to create a multimodal approach to surgical anatomy education. Clear, standardized anatomical terminology is critical for enhancing learning and clinical practice. Addressing gaps in foundational knowledge, practical resources, and soft skills training is essential to improving surgical education. Future frameworks should balance theoretical, technological, and hands-on learning to equip young surgeons with the comprehensive skills required for modern surgical practice.
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Affiliation(s)
- Lorenzo Vacca
- UOC of Gynecological Surgery and Urogynecology, Centre of Excellence Women and Childbirth, Ospedale Isola Tiberina - Gemelli Isola, Rome, Italy
| | | | - Daniela Caramazza
- UOC of Gynecological Surgery and Urogynecology, Centre of Excellence Women and Childbirth, Ospedale Isola Tiberina - Gemelli Isola, Rome, Italy.
| | - Andrea Lombisani
- UOC of Gynecological Surgery and Urogynecology, Centre of Excellence Women and Childbirth, Ospedale Isola Tiberina - Gemelli Isola, Rome, Italy
| | - Sara Mastrovito
- Department of Woman and Child's Health and Public Health, Catholic University of the Sacred Heart, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Rome, Italy
| | | | - Giovanni Scambia
- Department of Woman and Child's Health and Public Health, Catholic University of the Sacred Heart, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Rome, Italy
| | - Alfredo Ercoli
- Gynecology and Obstetrics Unit, Department of Human Pathology of Adults and Developmental Age, Ospedale Universitario "G. Martino", Messina, Italy
| | - Giuseppe Campagna
- UOC of Gynecological Surgery and Urogynecology, Centre of Excellence Women and Childbirth, Ospedale Isola Tiberina - Gemelli Isola, Rome, Italy
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Chesterton P, Tears C, Richardson M, Emery C, Eaves D. The effects of action observation and motor imagery on students' ability to identify anatomical locations: a randomised control trial. Disabil Rehabil 2025:1-8. [PMID: 40094348 DOI: 10.1080/09638288.2025.2479643] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2024] [Revised: 03/07/2025] [Accepted: 03/11/2025] [Indexed: 03/19/2025]
Abstract
PURPOSE Action observation (AO) and motor imagery (MI) are two forms of mental practice that can facilitate motor learning. We investigated if mental practice techniques (AO vs. combined AO+MI) can improve entry-level healthcare students' ability to locate anatomical structures in the immediate and short-term. MATERIALS AND METHODS Within a randomised control trial design, participants received a traditional anatomy lecture (Control, n = 13), or lecture plus AO (n = 13), or lecture plus combined AO+MI (n = 12). Mental practice involved either watching a physiotherapist's demonstration of (AO), or watching and imagining the feeling of (AO+MI) locating upper-limb anatomical points on a human model. Post intervention, participants located these points on a human model, assessed by diagnostic ultrasound, immediately and at one-week follow-up. RESULTS Immediately post, accuracy was greater for AO+MI (M = 2.0, 95% CI = 1.6-2.4) and AO (M = 2.13, 95% CI = 1.7-2.6), than Control (M = 1.43, 95% CI = 1.0-1.8; ps < 0.05). At the follow-up, AO+MI (M = 2.23, 95% CI = 1.8-2.7) was significantly more accurate than AO (M = 1.30, 95% CI = 0.8-1.8; p < 0.01). CONCLUSIONS While mental practice groups out-performed the Control immediately post, only the AO+MI group retained this advantage. Educators should therefore consider augmenting traditional anatomy lectures with mental practice as a low-cost resource for enhancing learning.
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Affiliation(s)
- Paul Chesterton
- School of Health and Life Sciences, Teesside University, Middlesbrough, UK
| | - Craig Tears
- School of Health and Life Sciences, Teesside University, Middlesbrough, UK
| | - Mark Richardson
- School of Health and Life Sciences, Teesside University, Middlesbrough, UK
| | - Carole Emery
- School of Health and Life Sciences, Teesside University, Middlesbrough, UK
| | - Daniel Eaves
- School of Biomedical, Nutritional & Sport Sciences, Newcastle University, Newcastle upon Tyne, UK
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Clement SM, Ubben TA, Yates DT. Cadaveric Prosections Prepared by Qualified Instructional Staff Were More Efficient and Effective Teaching Modalities for Veterinary Gross Anatomy than In-Class Dissections by Students. JOURNAL OF VETERINARY MEDICAL EDUCATION 2024; 51:593-609. [PMID: 39499889 DOI: 10.3138/jvme-2024-0031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2024]
Abstract
Veterinary programs traditionally teach gross anatomy by having students perform regional dissections on animal cadavers. Dissection is effective but also costly, time consuming, and intimidating for students. These factors, along with reduced contact hours devoted to gross anatomy, warrant investigation of more time-efficient teaching modalities. We sought to determine whether learning anatomy from instructor-prosected cadavers is a suitable alternative to in-class cadaveric dissections. Veterinary students completed nine units of regional gross anatomy over three courses. For each unit, students were randomly assigned to study the region on instructor-prosected cadavers (i.e., prosection students, n = 25) or perform their own dissection of the region in small groups (i.e., dissection students, n = 25). Prosection students spent on average 18 minutes/week less (p < .05) in class than dissection students. Despite comparable amounts of time spent studying outside of class each week, prosection students outperformed (p < .05) dissection students on 56% of the practical unit exams and 44% of the overall unit exams, whereas dissection students outperformed (p < .05) prosection students on only a single unit exam. Prosection students also performed better (p < .05) on subsequent quizzes administered to assess knowledge retention. Survey responses indicated that students were more confident in the accuracy of prosections and valued the efficiency they provided. Although they found value in performing dissections and were generally satisfied with the knowledge they gained, many students reported feeling timid toward dissecting, which diminished the experience. Together, these findings demonstrate that expertly prosected cadavers were more time-efficient than in-class cadaveric dissections and were generally more effective for learning gross veterinary anatomy.
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Affiliation(s)
- Shawna M Clement
- University of Nebraska-Lincoln, School of Veterinary Medicine & Biomedical Sciences, East Campus Loop, Lincoln, NE, 68583 USA
| | - Tyler A Ubben
- School of Veterinary Medicine & Biomedical Sciences, East Campus Loop, Lincoln, NE 68583 USA
| | - Dustin T Yates
- Department of Animal Science, University of Nebraska-Lincoln, 3839 Fair St., Lincoln, NE, 68583 USA
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Henriquez GS, Caceres Carranza FJ, Varela KJ, Salinas Ulloa JC, Reyes R, Solano J. Evidence-Based Strategies for Reforming the Medical Curriculum at the National Autonomous University of Honduras: A Systematic Literature Review. Cureus 2024; 16:e68729. [PMID: 39376871 PMCID: PMC11456987 DOI: 10.7759/cureus.68729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/04/2024] [Indexed: 10/09/2024] Open
Abstract
Medical education worldwide has undergone numerous stages of reform. Cultural and financial restraints have decelerated progress in developing countries. Current reforms should focus on creating integrated, competency-based, and student-centered curricula that emphasize patient-centered care. The following review of literature published between 2014 and 2023 on global curricular reforms highlighted key components, challenges, and strategies for implementing or evaluating undergraduate medical programs that prioritize student-centered approaches and competency-based models. This review also compared the current curriculum at the National Autonomous University of Honduras (UNAH) with these international experiences to suggest strategies in order to encourage significant reform. The following review identified 47 articles that provided insights into ideal contexts for curricular reforms, while 15 publications detailed the current state of the UNAH medical curriculum and its potential weaknesses. Additionally, 25 articles discussed specific reforms in other countries, offering valuable results and conclusions for consideration. Drawing from these models and experiences, strategies were proposed for UNAH's curriculum reform, including identifying basic needs, defining project vision, training teaching staff and students, and integrating multidisciplinary teams of experts. Although training all teaching staff abroad may be financially unfeasible, selecting and training key individuals to train others could be a viable alternative. Successful reform requires a comprehensive, periodic, and systematic evaluation. Despite the challenges faced by developing countries, global experiences with alternative reform models offer promising solutions, providing an opportunity for the Faculty of Medical Sciences at UNAH to overcome local limitations and fulfill the primary task of training professionals who are clinically, ethically, and adaptively competent, with a focus on patient-centered and primary care approaches.
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Affiliation(s)
- Génesis S Henriquez
- Medicine, Asociación de Educación Médica Hondureña, Tegucigalpa, HND
- Hospitalization, Roatan Hospital, Roatan, HND
- General Practice, Faculty of Medical Sciences, Universidad Nacional Autónoma de Honduras, Tegucigalpa, HND
| | - Fernando J Caceres Carranza
- Medical Education, Asociación de Educación Médica Hondureña, Tegucigalpa, HND
- General Medicine, Universidad Nacional Autónoma de Honduras, Tegucigalpa, HND
| | - Kristopher J Varela
- General Practice, Universidad Nacional Autónoma de Honduras, Tegucigalpa, HND
- Medicine, Asociación de Educación Médica Hondureña, Tegucigalpa, HND
| | | | - Rossana Reyes
- Internal Medicine, Universidad Nacional Autónoma de Honduras, Tegucigalpa, HND
| | - Jhiamluka Solano
- Cardiology, Scunthorpe General Hospital, Scunthorpe, GBR
- Education, Academy of Medical Educators, Cardiff, GBR
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Brooks JP, Homan C. The Status of Cadaver-Based Anatomy Instruction in Missouri Medical Schools. MISSOURI MEDICINE 2024; 121:395-402. [PMID: 39421478 PMCID: PMC11482851] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 10/19/2024]
Abstract
Cadaveric dissection has been a foundational principle of medical anatomic education for the last 400 years, yet medical anatomy course hours have been drastically reduced in the last decades. With this course reduction and the availability of other modalities for anatomic instruction, the physician may question the current role of cadavers in medical anatomy courses. This study aims to evaluate the role cadaveric dissection plays in anatomy programs in allopathic and osteopathic medical schools in Missouri and compare course hours to the national trend. Ongoing challenges are reviewed, including the international shortage of qualified cadaveric anatomists.
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Affiliation(s)
- J Patrick Brooks
- Assistant Professor, Briomedical Sciences and School of Anesthesia, Missouri State University, Springfield, Missouri
| | - Carlton Homan
- Medical Student at University of Missouri-Columbia School of Medicine, Columbia, Missouri
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Wu C, Zhang H, Lin Y, Yuan W, He J, Li L, Jiang D, Ji Z, Lang H. Construction and application of the core competence course training system for infectious disease specialist nurses. BMC MEDICAL EDUCATION 2024; 24:410. [PMID: 38622627 PMCID: PMC11017496 DOI: 10.1186/s12909-024-05405-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Accepted: 04/09/2024] [Indexed: 04/17/2024]
Abstract
OBJECTIVES This study aims to construct and apply a training course system which was scientific and comprehensive to foster the core competence of infectious disease specialist nurses. DESIGN A two-round Delphi consultation survey was carried out to collect feedback from experts on constructing the training course system of core competence for infectious disease specialist nurses. Besides, a non-randomized controlled experimental study was adopted to check the application effect of the courses. METHODS This study adopted a series of methods including group discussion, theoretical analysis and Delphi consultation to draft the training course content of core competence of infectious disease specialist nurses. Twenty-one Chinese experts were invited to participate in the Delphi consultation from November 2021 to December 2021. From October 2022 to January 2023, a total of 105 infectious disease specialist nurses from two training bases were selected by the convenience sampling method, of which the nurses in one training base were the control group and the nurses in the other training base were the observation group. The observation group was trained by the constructed core competence training course. Questionnaire evaluation was used to compare the core competence of infectious disease specialist nurses and the training effect. RESULTS The experts, regarded as the authorities on the subject, were highly motivated in this study. Besides, they reached a consensus on the results. The final training course system of core competence for infectious disease specialist nurses focused on 5 competence modules and was composed of 12 categories of courses with 66 classes and corresponding objectives. The core competence scores of the observation group were significantly higher than those in the control group after training (P < 0.05), which proved the training system can effectively enhance the core competence of infectious disease specialist nurses. CONCLUSIONS The research methods embodied scientific and precise properties. The course system was comprehensive in content and reliable in results. It could serve as a reference for training infectious disease specialist nurses.
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Affiliation(s)
- Chao Wu
- Nursing Department, Air Force Medical University, No. 169 Changle West Road, 710032, Shaanxi, Shaanxi, China
| | - Hongli Zhang
- Nursing Department, Air Force Medical University, No. 169 Changle West Road, 710032, Shaanxi, Shaanxi, China
- School of Nursing, Shaanxi University of Chinese Medicine, Xianyang, China
| | - Yawei Lin
- Department of Anesthesiology, 956Th Hospital of the Chinese People's Liberation Army, Nyingchi, China
| | - Weiyun Yuan
- Xijing Hospital of Air Force Medical University, Shaanxi, China
| | - Jing He
- Laboratory Department, Yan'an University Affiliated Hospital, Yan'an, China
| | - Lu Li
- Tangdu Hospital of Air Force Medical University, Shaanxi, China
| | - Donglei Jiang
- Department of Foreign Languages, School of Basic Medicine, Air Force Medical University, No. 169 Changle West Road, 710032, Shaanxi, Shaanxi, China.
| | - Zhaohua Ji
- Department of Epidemiology, Ministry of Education Key Lab of Hazard Assessment and Control in Special Operational Environment, School of Public Health, Air Force Medical University, Shaanxi, China.
| | - Hongjuan Lang
- Nursing Department, Air Force Medical University, No. 169 Changle West Road, 710032, Shaanxi, Shaanxi, China.
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Liang CG, Matsunaga M, Takakusagi M, DeMeo J, Thompson JD, Rettenmeier C, Aytaç G, Lee UY, Lozanoff S. A comparison of pre- and post-clinical education learning preferences among medical students who elected to dissect compared to those who did not during the COVID-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2024; 17:396-412. [PMID: 38053470 DOI: 10.1002/ase.2362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Revised: 11/09/2023] [Accepted: 11/13/2023] [Indexed: 12/07/2023]
Abstract
Anatomy instructional methods varied widely during the COVID-19 pandemic and programs are assessing innovations for retention. Learning preferences were assessed among medical students dichotomized as elective dissectors (ED) or non-dissectors (ND) during the COVID-19 partial re-opening in 2020 (preclinical) and again in 2022 after clinical exposure (post-clinical) to assess the viability of elective dissection post-pandemic. A mixed-method approach was used for the assessment of test scores, learning preference surveys, learning activities rankings, and thematic analyses. No significant differences occurred in anatomy examination scores. Dissection was considered useful by both preclinical groups but significantly more so by ED, while the presence of an instructor was significantly preferred by ED although a majority of ND agreed. Elective dissection was significantly preferred by ND but also by a large minority of ED students. Pre- and post-clinical ND believed that elective dissection offered more academic flexibility, did not hinder clinical learning, and did not negatively impact medical education. The corresponding ED stated that confidence improved, clinical experiences were enhanced, and dissection was irreplaceable. Preclinical ND preferred self-learning, while ED students preferred online learning, but these differences largely disappeared post-clinically. Learning activity rankings were not significantly different among all groups (ND, ED, preclinical, and post-clinical). A hybrid laboratory with a virtual learning environment ranked highest across groups and preferences increased over time suggesting that students benefited from this instructional method during clinical exposure. The absence of laboratory experience ranked lowest, and preference decreased over time suggesting that anatomy dissection is valued.
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Affiliation(s)
- Collin G Liang
- John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Masako Matsunaga
- Department of Quantitative Health Sciences, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Melia Takakusagi
- John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - J DeMeo
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
- Defense POW/MIA Accounting Agency, Joint Base Pearl Harbor-Hickam, Honolulu, Hawaii, USA
| | - Jesse D Thompson
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Christoph Rettenmeier
- University of Hawai'i/Queens's Medical Center (UH/QMC) MRI Research Center, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Güneş Aytaç
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - U-Young Lee
- Department of Anatomy, Faculty of Basic Medical Sciences, College of Medicine, Catholic University of Korea, Seoul, Korea
| | - Scott Lozanoff
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
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Bilella A, Eppler E, Link K, Filgueira L. Body painting, ultrasound, clinical examination, and peer-teaching: A student-centered approach to enhance musculoskeletal anatomy learning. ANATOMICAL SCIENCES EDUCATION 2024; 17:157-172. [PMID: 37670412 DOI: 10.1002/ase.2334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Revised: 07/12/2023] [Accepted: 08/18/2023] [Indexed: 09/07/2023]
Abstract
The presented course, established 2016 as a compulsory elective for 22nd-year bachelor medical students, aimed to enhance deep learning of upper and lower limb anatomy from a clinical perspective by a maximum of student-centered activities combining hands-on skills training with team-learning. Three cohorts (in total 60 students) participated in this study. Students rotated through body painting, ultrasound, and clinical investigation supervised by faculty or an experienced clinician. Teams of 3-4 students prepared presentations on clinical anatomy and pathological conditions, which by teacher- and peer assessments on average achieved >85% (mean 17.8/20 points ± 1.06). After each activity session, the students reported their learning experience through a reflective diary. Fifty students (83%) evaluated the course by a voluntary anonymous questionnaire combining Likert-type scale and free-text questions to assess, predominantly, perception of course activities and their perceived influence on learning anatomy. Journal reports and questionnaires revealed that the students highly valued the course, and 92% (29 females, 17 males) rated group work satisfying or well-perceived. The highest appreciation achieved ultrasound followed by clinical examination and body painting, which one third proposed to integrate into the regular dissection course. All students recommended the course to their younger peers. This course was feasible to integrate in the pre-existing curriculum. Limiting factors to offer this elective course to more students are availability of clinical teachers, technical equipment, and education rooms. Being student-directed tasks, body painting and reflective diary-writing would be feasible to implement without additional faculty, which we recommend to educators for student engagement activation.
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Affiliation(s)
- Alessandro Bilella
- Anatomy, University of Fribourg, Fribourg, Switzerland
- Institute of Anatomy, University of Bern, Bern, Switzerland
| | | | - Karl Link
- Anatomy, University of Fribourg, Fribourg, Switzerland
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10
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Canarsky NT, Ingram KE, Schissel ME, Yoachim SD. Effectiveness of E-learning on clinical application of dental injection anatomy via simulation manikins. J Dent Educ 2023; 87:1725-1734. [PMID: 37735898 DOI: 10.1002/jdd.13377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Revised: 07/31/2023] [Accepted: 09/05/2023] [Indexed: 09/23/2023]
Abstract
PURPOSE E-learning is frequently integrated into dental education, yet little is known on the effectiveness of e-learning in both instilling foundational knowledge and facilitating translation of newly acquired knowledge and skill into clinical application. The objective of this study was to investigate the impact of learning modality on acquisition of knowledge and translation to clinical skill using objective feedback from oral anesthesia manikins and subjects' self-reported confidence scores. METHODS This mixed-method study involved first year dental students (n = 52) who volunteered to participate in a learning intervention, simulation exercise, and survey in 2022. Students were randomly assigned to lecture (n = 26) or e-learning (n = 26) cohorts and then participated in the intervention, postintervention assessment, and a simulation to evaluate correct approaches for each dental block and attempts to success. RESULTS All subjects scored significantly higher on post-intervention assessment compared to pre-intervention assessment (8.2 vs. 5.9; p < 0.0001) with no significant differences between intervention groups when comparing preintervention and postintervention scores. Furthermore, there were no significant differences between the two cohorts when comparing abilities to correctly approach each dental block or attempts to success. Finally, all students reported a significant increase in confidence in most categories following intervention and simulation, with no significant differences between lecture and e-learning cohorts. CONCLUSION Our findings suggest students learning via e-learning are equally capable as those learning via lecture at demonstrating newly acquired knowledge and skill in both assessments and clinical simulations. Results support incorporating supplemental e-learning and oral anesthesia manikin exercises for students learning the anatomy of dental injections.
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Affiliation(s)
- Nathan T Canarsky
- University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
| | - Katie E Ingram
- University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
| | - Makayla E Schissel
- Department of Biostatistics at University of Nebraska Medical Center College of Public Health, Omaha, Nebraska, USA
| | - Shayla D Yoachim
- University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
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11
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Alzerwi NAN. Flexner has fallen: Transitions in medical education system across time, a gradual return to pre-Flexnerian state (de-Flexnerization). World J Clin Cases 2023; 11:4966-4974. [PMID: 37583863 PMCID: PMC10424023 DOI: 10.12998/wjcc.v11.i21.4966] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 03/29/2023] [Accepted: 07/03/2023] [Indexed: 07/26/2023] Open
Abstract
The modern medical education system has gradually evolved starting from 1910 incorporating the suggestions by Abraham Flexner, his public disclosure of the poor conditions at many medical schools provided a means to galvanize all the constituencies needed for reform to occur. He could say what other reformers could not, due to their links to the medical education community. But now we are again going back to a pre-Flexnerian state due to multiple reasons such as gradually diminishing importance of basic science subjects for the students, the decline in the number and quality of investigator initiated research among clinical researchers, lesser emphasis to bedside training by means of detailed clinical examination and making appropriate observation of signs to reach to a diagnosis rather than over reliance on the laboratory tests and radiological modalities for the diagnosis, poor exposure to basic clinical skills starting from college throughout residency and the trend of disrespect and absenteeism from both theoretical and clinical/practical classes. The attitude of students is just to complete their required attendance so that they are not barred from appearing in examinations. This de-Flexnerization trend and regression to pre-Flexnerian era standards, ideologies, structures, processes, and attitudes, are bound to beget pre-Flexnerian outcomes, for you get what you designed for.
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Affiliation(s)
- Nasser A N Alzerwi
- Department of Surgery, Majmaah University, Majmaah 11952, Riyadh, Saudi Arabia
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Bassey RB, Hill RV, Rennie WP. Integration of physiology in a curriculum on human structure: a snapshot of the cardiovascular block. Front Physiol 2023; 14:1236409. [PMID: 37520828 PMCID: PMC10375018 DOI: 10.3389/fphys.2023.1236409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 07/07/2023] [Indexed: 08/01/2023] Open
Abstract
With the gradual shift from discipline-based to competency-based medical education, the integrated curriculum has become a popular model for connecting basic science and clinical content in undergraduate medical education. Despite its popularity, there are concerns that important physiological concepts are not adequately addressed. We describe the spiral integration of physiology content in the 5-week Cardiovascular block of our Homeostasis course at the Zucker School of Medicine. We also describe our approach to incorporating physiology into an integrated, constructed response, short-answer assessment format. Our approach to spiral integration consists of rotating lab stations that highlight the distinction between normal and abnormal states, linked with appropriate clinical interventions. Physiology is at the core of integration in any curriculum and the basis of all applied fields of medicine, hence our approach is that teaching structural relationships would not be valuable without consideration of its functions, which can then be utilized in discussion of clinical presentations, imaging, and relevant pathologies. Likewise, our integrated assessments require the students to compose their answers to the questions from scratch, which creates a shift in mode of students' preparation from rote memorizations to more cognitive processing that enhances critical thinking.
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13
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Wilder C, Kilgore LJ, Fritzel A, Larson KE. Improving Medical Student Anatomy Knowledge and Confidence for the Breast Surgical Oncology Rotation. Healthcare (Basel) 2023; 11:709. [PMID: 36900714 PMCID: PMC10000369 DOI: 10.3390/healthcare11050709] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Revised: 02/13/2023] [Accepted: 02/18/2023] [Indexed: 03/04/2023] Open
Abstract
BACKGROUND The anatomy curriculum has undergone considerable reductions in class time, resulting in decreased student anatomical knowledge retention and confidence during their surgical rotations. To counter this deficit in anatomy knowledge, a clinical anatomy mentorship program (CAMP) was developed by fourth-year medical student leaders and staff mentors in a near-peer teaching fashion prior to the surgical clerkship. This study analyzed the impact this program had on third-year medical students (MS3s) self-assessed anatomical knowledge and confidence in the operating room on the Breast Surgical Oncology rotation after this near-peer program. METHODS A single-center prospective survey study was performed at an academic medical center. Pre- and post-program surveys were administered to all students who participated in the CAMP and rotated on the breast surgical oncology (BSO) service during the surgery clerkship rotation. A control group of individuals who did not rotate on the CAMP was established, and this group was administered a retrospective survey. A 5-point Likert scale was used to assess surgical anatomy knowledge, confidence in the operating room, and comfort in assisting in the operating room. Control group versus post-CAMP intervention group and pre- versus post-CAMP intervention groups survey results were compared using the Student's t-test with a p-value of <0.05 statistically significant. RESULTS All CAMP students rated their surgical anatomy knowledge (p < 0.01), confidence in the operating room (p < 0.01), and comfort in assisting in the operating room (p < 0.01) as greater than those who did not participate in the program. Additionally, the program improved the ability of third-year medical students to prepare for operating room cases going into their third-year breast surgical oncology clerkship (p < 0.03). CONCLUSIONS This near-peer surgical education model appears to be an effective way to prepare third-year medical students for the breast surgical oncology rotation during the surgery clerkship by improving anatomic knowledge and student confidence. The program can serve as a template for medical students, surgical clerkship directors, and other faculty interested in efficiently expanding surgical anatomy at their institution.
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Affiliation(s)
- Chloe Wilder
- School of Medicine, University of Kansas Medical Center, Kansas City, KS 66160, USA
| | - Lyndsey J. Kilgore
- Breast Surgery Division, Department of Surgery, University of Kansas Medical Center, Kansas City, KS 66160, USA
| | - Abbey Fritzel
- School of Medicine, University of Kansas Medical Center, Kansas City, KS 66160, USA
| | - Kelsey E. Larson
- Breast Surgery Division, Department of Surgery, University of Kansas Medical Center, Kansas City, KS 66160, USA
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14
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Carneiro BD, Pozza DH, Tavares I. Perceptions of medical students towards the role of histology and embryology during curricular review. BMC MEDICAL EDUCATION 2023; 23:74. [PMID: 36717846 PMCID: PMC9885397 DOI: 10.1186/s12909-023-04019-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Accepted: 01/11/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The continuous changes in the medical education to prepare medical doctors for the future requires updates in medical curriculum. However, the perspectives of the medical students are not frequently considered during the revision of the medical curriculum. In parallel with the process of defining and adjusting the medical curriculum, a large survey was performed to inquire the perspectives of the medical students at the Faculty of Medicine of the University of Porto (FMUP), Portugal, about the role of Histology and of Embryology. METHODS Medical students at FMUP (Portugal) completed a structured and anonymous online questionnaire about the subjects Histology and Embryology. The questionnaire was prepared using questions of previous surveys performed in Europe, including another Portuguese medical school, and additional questions that were specifically prepared to this study. The questions referred to teaching methods, clinical relevance, use of virtual (digital) microscopes and association of Histology and Embryology with other subjects of the medical curriculum. RESULTS Four hundred and sixty-two students participated in the study. The students in clinical years were more likely to recognise the clinical relevance of Histology (p = 0.016) and Embryology (p < 0.001). Students agree that teaching of these subjects would benefit from a clinical orientation (89% for Histology; 90% for Embryology). Students highlighted that Histology is crucial to understand Biopathology and agree (75%) that an integration of Histology with Biopathology could be considered in the medical curriculum. Most students (55%) agree that slide microscopes are more useful than virtual microscopes. CONCLUSIONS Our study contributes to the debate about the evolution of medical curriculum. Gathering the medical students' perceptions using large surveys such as that performed in the present study may be useful to adapt the methods of teaching which may increase the motivation of the students. In the case of Histology and Embryology at the FMUP (Portugal) providing more clinically oriented teaching may be useful to motivate the students. Students of clinical years have strong clinical perspectives of Histology and Embryology and their enrolment in teaching of Histology and Embryology can also contribute to increase motivation of younger students. Consulting and involving medical students in the development of the medical curriculum can be positive and students should be more responsible and engaged in building their own education.
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Affiliation(s)
- Bruno Daniel Carneiro
- Unit of Experimental Biology, Department of Biomedicine, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Daniel Humberto Pozza
- Unit of Experimental Biology, Department of Biomedicine, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Isaura Tavares
- Unit of Experimental Biology, Department of Biomedicine, Faculty of Medicine, University of Porto, Porto, Portugal.
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15
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Yang G, Daley W, Cui D. Integration of Gross Anatomy, Histology, and Pathology in a Pre-matriculation Curriculum: A Triple-Discipline Approach. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:95-106. [PMID: 37644289 DOI: 10.1007/978-3-031-36727-4_5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
In recent years, many schools have cut back on their teaching and laboratory hours, and courses in the anatomical sciences are more integrated into the horizontal and longitudinal curriculums. Traditionally, teaching in anatomical science classes consists of lectures and laboratory sessions. Usually, gross anatomy and histology are the two main courses in pre-matriculation programs. The summer pre-matriculation program at the University of Mississippi Medical Center (UMMC) was designed to better prepare students for success in their first year of medicine and dentistry. The course provided these students with an opportunity to study gross anatomy and histology ahead of time and develop their learning skills for the coming academic year. Historically, gross anatomy and histology courses have been taught separately with a different emphasis. We have designed a new approach to implement gross anatomy, histology, and pathology-all three disciplines-in a single lecture in the organ section of the histology course. This triple-discipline (triple lecture) approach allows three professors in anatomy, histology, and pathology to work together in a two-and-a-half-hour review lecture. This approach allows students to develop their critical thinking skills and better prepares them to transfer basic anatomic knowledge into their future clinical practice. Students indicated this was their first experience with the triple-discipline approach, and they remarked that it helped them integrate anatomy and histology as well as demonstrate the clinical importance of the structures and organs. This approach can be used at different stages of medical education and helps faculty and students better integrate various disciplines and is more suitable in the modern curriculum. A similar approach was used in our fourth year course in medical histology.
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Affiliation(s)
- Gongchao Yang
- Department of Advanced Biomedical Education, University of Mississippi Medical Center, Jackson, MS, USA
| | - William Daley
- Department of Pathology, University of Mississippi Medical Center, Jackson, MS, USA
| | - Dongmei Cui
- Department of Advanced Biomedical Education, University of Mississippi Medical Center, Jackson, MS, USA.
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16
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Taylor MA, Loder DM, Herr MJ, Nichols RA. The effect of curricular reform on gross anatomy laboratory examination performance: An institutional analysis. ANATOMICAL SCIENCES EDUCATION 2023; 16:47-56. [PMID: 35603528 DOI: 10.1002/ase.2201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 05/19/2022] [Accepted: 05/20/2022] [Indexed: 06/15/2023]
Abstract
Many medical schools have undergone curricular reform recently. With these reforms, time spent teaching anatomy has been reduced, and there has been a general shift to a pass/fail grading system. At Indiana University School of Medicine (IUSM), a new curriculum was implemented in fall 2016. The year-long human gross anatomy course taught in 2015 was condensed into an integrated, semester-long course starting in 2016. Additionally, the grading scale shifted to pass/fail. This study examined first-year medical student performance on anatomy practical laboratory examinations-specifically, among lower-order (pure identification) questions and higher-order (function, innervation) questions. Participants included medical students from a pre-curricular reform cohort (year 2015, 34 students) and two post-curricular reform cohorts (years 2016, 30 students and 2017, 33 students). A Kruskal-Wallis ANOVA test was used to determine differences of these questions among the three cohorts. Additionally, 40 of the same lower-order questions that were asked on gross anatomy laboratory examinations from medical student cohort year 2015 and year 2016 were further analyzed using an independent samples t-test. Results demonstrated that the pre-curricular reform cohort scored significantly higher on both lower-order (median = 81, p < 0.001) and higher-order questions (median = 82.5, p < 0.05) than both post-curricular reform cohorts. Additionally, when reviewing the selected 40 similar questions, it was found that the pre-curricular reform cohort averaged significantly higher (82.1 ± 16.1) than the post-curricular reform cohort from 2016 (69.3 ± 21.8, p = 0.004). This study provides evidence about the impact of curricular reform on medical student anatomical knowledge.
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Affiliation(s)
- Melissa A Taylor
- Department of Anatomy and Neurobiology, University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Danielle M Loder
- Department of Medical Sciences, Indiana University School of Medicine, Bloomington, Indiana, USA
| | - Michael J Herr
- Department of Anatomy and Neurobiology, University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Richard A Nichols
- Department of Medical Sciences, Indiana University School of Medicine, Bloomington, Indiana, USA
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17
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Sakthi-Velavan S, Zahl S. Integration of virtual microscopy podcasts in the histology discipline in osteopathic medical school: Learning outcomes. ANATOMICAL SCIENCES EDUCATION 2023; 16:157-170. [PMID: 35366372 DOI: 10.1002/ase.2181] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2021] [Revised: 03/25/2022] [Accepted: 03/27/2022] [Indexed: 06/14/2023]
Abstract
Virtual microscopy podcasts (VMPs) are narrative recordings of digital histology images. This study evaluated the outcomes of integrating the VMPs into teaching histology to osteopathic medical students. The hypothesis was that incorporating virtual microscopy podcasts as supplementary histology resources to the curriculum would have a positive impact on student performance and satisfaction. Sixty-one podcasts of dynamic microscopic images were created using screen recordings of the digital slides. The VMPs were integrated as supplementary histology resources in multiple courses during the first and second years of the medical curriculum for three classes, a total of 477 osteopathic medical students. A voluntary and anonymous survey was obtained from the students using a questionnaire that included two open-ended questions. The overall performance of the three classes on the histology content of the preclinical course examinations was compared to historical controls of the previous two classes that did not have access to the VMPs. Most students indicated that the podcasts enabled more efficient study time and improved their confidence in the histology content on examinations. The findings indicated a positive association between podcast viewing and efficient study time utilization and class performance. The class average scores of the three consecutive cohorts that used the VMPs progressively increased by 7.69%, 14.88%, and 14.91% compared to the controls. A summary of students' feedback and academic performance supported that integration of the VMPs into Histology teaching improved the learning experience. The findings align with previous studies on the effectiveness of multimedia-based teaching in histology laboratory modules.
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Affiliation(s)
- Sumathilatha Sakthi-Velavan
- Division of Biomedical Sciences, Marian University College of Osteopathic Medicine, Indianapolis, Indiana, USA
| | - Sarah Zahl
- Division of Biomedical Sciences, Marian University College of Osteopathic Medicine, Indianapolis, Indiana, USA
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18
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Cui D, Yang G, Meyer ER, Ojeda N. Past and Current Learning and Teaching Resources and Platforms. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:1-15. [PMID: 37644285 DOI: 10.1007/978-3-031-36727-4_1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
For over two centuries, the educational landscape both nationally and globally has changed tremendously. The more traditional teaching and learning resources and platforms, such as traditional textbooks, chalkboards and whiteboards, overhead transparency and carousel projectors, and traditional classroom settings, have been either replaced or supplemented in the anatomical sciences by integrated and virtual eBooks, online learning management (OLM) platforms, and virtual learning and meeting apps. Virtual teaching and learning, especially proliferated with the advent and aftermath of the COVID-19 pandemic, and institutions worldwide that had already been utilizing virtual class and lab sessions in their anatomy curricula expanded virtual course offerings. Many institutions have retained virtual course offerings even after the pandemic, given the distance learning benefits. The future of anatomy education holds many promising possibilities given the voracious speed with which technology is advancing. One such promising advancement is the full, seamless incorporation of virtual three-dimensional (3D) immersive and semi-immersive learning into anatomy laboratories and classroom settings globally as well as into students' laptops and handheld devices for easy use at home or anywhere.
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Affiliation(s)
- Dongmei Cui
- Department of Advanced Biomedical Education, University of Mississippi Medical Center, Jackson, MS, USA.
| | - Gongchao Yang
- Department of Advanced Biomedical Education and Department of Academic Information Services, University of Mississippi Medical Center, Jackson, MS, USA
| | - Edgar R Meyer
- Department of Advanced Biomedical Education, University of Mississippi Medical Center, Jackson, MS, USA
| | - Norma Ojeda
- Department of Advanced Biomedical Education, University of Mississippi Medical Center, Jackson, MS, USA
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19
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Abbasi Abianeh N, Yazdani S, Heydari M, Farmad SA. Global perspectives on trends in health higher education. J Family Med Prim Care 2022; 11:4991-5003. [PMID: 36505656 PMCID: PMC9731060 DOI: 10.4103/jfmpc.jfmpc_2461_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 12/26/2021] [Accepted: 02/16/2022] [Indexed: 12/15/2022] Open
Abstract
Today, changes in political and economic conditions, epidemiological and sociological developments, and the advancement of science and technology have necessitated the health and medical education systems to change. Therefore, we conducted a study entitled "Global perspectives on trends in higher education in healthcare," to improve the quality of healthcare so that it can be used as a model for predicting future events related to medical education. This futures study applied the social, technological, economical, ecological, political, values (STEEPV) model to identify and analyze the trends that affect medical education at different levels. To collect and analyze the data, a scoping review of the articles published from the year 2000 was conducted on the World Health Organization (WHO), Web of Science, Scopus, PubMed/MEDLINE, EMBASE, Science Direct, Google Scholar, EBSCO, and Cochrane databases. The review process was performed in five stages: 1- Determining the research question, 2- Identifying relevant studies, 3- Selecting the studies, 4- Charting the data, and 5- Analyzing data. The preferred reporting item for systematic review and meta-analysis (PRISMA) statement was used in the selection and screening of articles. A total of 213 articles were included in the study for qualitative synthesis. A total of 154 trends were identified using the STEEPV model at seven levels of health behaviors and patients, diseases and health problems, healthcare system, medical education system, medical education institutions, medical curricula, and teaching and learning. Considering the results of this study, it is possible to formulate proper and efficient future scenarios for the higher health education system. Also, it will be helpful for medical education policymaking.
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Affiliation(s)
- Nooshin Abbasi Abianeh
- PhD Candidate of Medical Education, Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran,Faculty Member of Department of Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran
| | - Shahram Yazdani
- Professor of Orthopedics, Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran,Address for correspondence: Prof. Shahram Yazdani, Professor of Orthopedics, Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, India. E-mail:
| | - Majid Heydari
- PhD in Health Policy, National Agency for Strategic Reassert in Medical Education, Tehran, Iran
| | - Somaieh Akbari Farmad
- Phd in Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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20
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Hanson ER, Gantwerker EA, Chang DA, Nagpal AS. To teach or not to teach? Assessing medical school faculty motivation to teach in the era of curriculum reform. BMC MEDICAL EDUCATION 2022; 22:363. [PMID: 35549939 PMCID: PMC9096333 DOI: 10.1186/s12909-022-03416-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Accepted: 04/28/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Medical schools have undergone a period of continual curricular change in recent years, particularly with regard to pre-clinical education. While these changes have many benefits for students, the impact on faculty is less clear. METHODS In this study, faculty motivation to teach in the pre-clinical medical curriculum was examined using self-determination theory (SDT) as a framework. Basic science and clinical faculty were surveyed on factors impacting their motivation to teach using validated scales of motivation as well as open-ended questions which were coded using self-determination theory (SDT) as a guiding framework. RESULTS Faculty reported that teaching activities often meet their basic psychological needs of competence, autonomy, and relatedness. Professors were more likely than associate professors to report that teaching met their need for autonomy. Faculty were more motivated by intrinsic as compared to external factors, although basic science faculty were more likely than clinical faculty to be motivated by external factors. Motivating and de-motivating factors fell into the themes Resources, Recognition and Rewards, Student Factors, Self-Efficacy, Curriculum, Contribution, and Enjoyment. The majority of factors tied to the faculty's need for relatedness. Based on these findings, a conceptual model for understanding medical school faculty motivation to teach was developed. CONCLUSIONS Assessing faculty motivation to teach provided valuable insights into how faculty relate to their teaching roles and what factors influence them to continue in those roles. This information may be useful in guiding future faculty development and research efforts.
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Affiliation(s)
- Elizabeth R. Hanson
- Department of Pediatrics Joe R. and Teresa Lozano Long School of Medicine, UT Health San Antonio, San Antonio, TX USA
| | - Eric A. Gantwerker
- Department of Otolaryngology - Head and Neck Surgery, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, New Hyde Park, New York, NY USA
| | - Deborah A. Chang
- Office for Undergraduate Medical Education, Joe R. and Teresa Lozano Long School of Medicine, UT Health San Antonio, San Antonio, TX USA
| | - Ameet S. Nagpal
- Department of Orthopaedics & Physical Medicine, Medical University of South Carolina, Charleston, SC USA
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21
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Rao Bhagavathula V, Bhagavathula V, Moinis RS, Chaudhuri JD. The Integration of Prelaboratory Assignments within Neuroanatomy Augment Academic Performance, Increase Engagement, and Enhance Intrinsic Motivation in Students. ANATOMICAL SCIENCES EDUCATION 2022; 15:576-586. [PMID: 33829667 DOI: 10.1002/ase.2084] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Revised: 02/11/2021] [Accepted: 04/03/2021] [Indexed: 06/12/2023]
Abstract
The study of neuroanatomy imposes a significant cognitive load on students since it includes huge factual information and therefore demands diverse learning strategies. In addition, a significant amount of teaching is carried out through human brain demonstrations, due to limited opportunities for cadaveric dissection. However, reports suggest that students often attend these demonstrations with limited preparation, which detrimentally impacts their learning. In the context of student learning, greater levels of engagement and intrinsic motivation (IM) are associated with better academic performance. However, the maintenance of engagement and the IM of students in neuroanatomy is often challenging for educators. Therefore, this study aimed to explore the role of prelaboratory assignments (PLAs) in the improvement of academic performance, augmentation of engagement, and enhancement of IM in occupational therapy students enrolled in a human neuroanatomy course. One cohort of students in the course was expected to complete PLAs prior to each brain demonstration session. The PLAs contained a list of structures, and students were expected to write a brief anatomical description of each structure. Another cohort of students who were not provided with similar PLAs constituted the control group. Students who completed PLAs had a higher score on the final examinations as compared to students who were not required to complete PLAs. These students also demonstrated greater engagement and IM, and indicated that they perceived PLAs to be valuable in the learning of neuroanatomy. Therefore, PLAs represent a useful teaching tool in the neuroanatomy curriculum.
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Affiliation(s)
| | - Viswakanth Bhagavathula
- Department of Forensic Medicine and Toxicology, Kanachur Institute of Medical Sciences and Hospital, Mangalore, India
| | - Rohan S Moinis
- Department of Forensic Medicine and Toxicology, Kanachur Institute of Medical Sciences and Hospital, Mangalore, India
| | - Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health and Pharmacy, Husson University, Bangor, Maine
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22
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Norman HH, Hadie SNH, Yaacob NM, Kasim F. The Association Between Preclinical Medical Students' Perceptions of the Anatomy Education Environment and Their Learning Approaches. MEDICAL SCIENCE EDUCATOR 2022; 32:399-409. [PMID: 35528310 PMCID: PMC9055004 DOI: 10.1007/s40670-022-01517-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/28/2022] [Indexed: 06/14/2023]
Abstract
This study aimed to measure medical students' perceptions of the anatomy education environment and determine its association with their learning approaches. First- and second-year undergraduate medical students (N = 234) completed the Anatomy Education Environment Measurement Inventory and the Approaches and Study Skills Inventory for Students. Results revealed that the students' perceptions of all the factors in the anatomy education environment were positive except for two areas-the anatomy learning resources and quality of histology learning facilities. The majority of students in the first year (62.3%) and second year (43.7%) adopted a deep learning approach. There was no significant association between most of the factors in the anatomy education environment and the students' learning approaches, except for the students' intrinsic interest in learning anatomy factor (p = 0.032). The anatomy education environment was positive for the medical students, and there was a prevalence of a deep learning approach among them. However, most of the factors in the anatomy education environment did not influence the students' learning approach. Given that the students' learning approach is a multifactorial construct, investigating the relationship between these two variables in longitudinal time points would provide better insight into the association between the anatomy educational climate and students' learning approaches.
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Affiliation(s)
- Haziq Hazman Norman
- Anatomy Unit, Management and Science University, University Drive, Off Persiaran Olahraga, Seksyen 13, Shah Alam, Selangor 40100 Malaysia
| | - Siti Nurma Hanim Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Kelantan 16150 Malaysia
| | - Najib Majdi Yaacob
- Biostatistics and Research Methodology Unit, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Kelantan Malaysia
| | - Fazlina Kasim
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Kelantan 16150 Malaysia
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23
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Anderson M, Hills-Meyer PR, Stamm JM, Brown K. Integrating Clinical Reasoning Skills in a Pre-professional Undergraduate Human Anatomy Course. ANATOMICAL SCIENCES EDUCATION 2022; 15:304-316. [PMID: 33387378 DOI: 10.1002/ase.2050] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Revised: 12/28/2020] [Accepted: 12/29/2020] [Indexed: 06/12/2023]
Abstract
Clinically integrated curricula in health science education has been shown to promote the development of problem-solving schema and positively impact knowledge acquisition. Despite its' purported benefits, this type of curricula can impose a high cognitive load, which may negatively impact novice learners' knowledge acquisition and problem-solving schema development. Introducing explicit clinical reasoning instruction within pre-professional undergraduate basic science courses may limit factors that increase cognitive load, enhance knowledge acquisition, and foster developing clinical problem-solving skills. This study, conducted over the Fall and Spring semesters of the 2018-2019 school year, sought to evaluate whether the implementation of a clinical reasoning instructional intervention within a clinically integrated pre-professional undergraduate general human anatomy course influenced students' acquisition of anatomical knowledge and development of clinical problem-solving skills. Results of the study were mixed regarding the acquisition of anatomical knowledge. Both the intervention and comparison groups performed similarly on multiple choice examinations of anatomical knowledge. However, the clinical reasoning intervention positively impacted students' ability to apply clinical reasoning skills to anatomically based clinical case studies. Results from M\mixed between-within subjects analysis of variance comparing scores on Written Clinical Reasoning Assessments revealed a significant interaction between time and group affiliation, with the groups receiving the interventions outperforming the comparison groups: Fall, P < 0.001; Spring, P < 0.001. The results of this study may imply that explicit clinical reasoning instruction within a clinically integrated undergraduate Human Anatomy course could hold potential for fostering students' early clinical reasoning skills.
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Affiliation(s)
- Margene Anderson
- Department of Academic Technology, University of Wisconsin, Madison, Wisconsin
| | | | - Julie M Stamm
- Department of Kinesiology, University of Wisconsin, Madison, Wisconsin
| | - Kirsten Brown
- Doctoral Program in Educational Leadership Policy Studies, School of Education, Edgewood College, Madison, Wisconsin
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24
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Bauler LD, Lesciotto KM, Lackey-Cornelison W. Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19. ANATOMICAL SCIENCES EDUCATION 2022; 15:221-232. [PMID: 34898018 DOI: 10.1002/ase.2163] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 12/09/2021] [Accepted: 12/09/2021] [Indexed: 06/14/2023]
Abstract
Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.
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Affiliation(s)
- Laura D Bauler
- Department of Biomedical Sciences, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, Michigan, USA
| | - Kate M Lesciotto
- Department of Clinical Anatomy, College of Osteopathic Medicine, Sam Houston State University, Conroe, Texas, USA
| | - Wendy Lackey-Cornelison
- Department of Biomedical Sciences, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, Michigan, USA
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Feigl G, Sammer A. The influence of dissection on clinical anatomical knowledge for surgical needs. Surg Radiol Anat 2022; 44:9-14. [PMID: 34309713 PMCID: PMC8758640 DOI: 10.1007/s00276-021-02802-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Accepted: 07/08/2021] [Indexed: 11/21/2022]
Abstract
PURPOSE Due to the ongoing discussion of the usefulness of dissection on human bodies in medical curricula, we investigated the influence of anatomical knowledge collected in the dissection course and requested for modules of visceral surgery. METHODS Students attending the dissection course of topographic anatomy had to answer a questionnaire of 22 questions with focus on anatomical knowledge required for visceral surgical modules. Failure was defined as 13 or fewer correct answers, success categorized as high, good or moderate. The same questionnaire was handed out to 245 students prior to the module on visceral surgery. Students provided information on which regions they had dissected during the course or prior to the module. The results were compared to the result of a written Multiple Choice Question (MCQ) exam of the module visceral surgery (n = 160 students) with an unannounced primary focus on anatomy. RESULTS Students who dissected the truncal regions of the human body succeeded in answering the questionnaire with high success. Students dissecting regions of the Head/Neck or Limbs had a high failure rate, and none of them reached the "high" success level. In the MCQ exam, students dissecting truncal regions had a high success rate, while those who had not dissected or who dissected the Head/Neck or Limbs had a high failure rate. CONCLUSION Dissections support and improve the required knowledge for surgical modules. For the visceral surgical module, students dissecting the region prior to the module greatly benefited. Therefore, entire human body dissection assumes to be preferable.
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Affiliation(s)
- Georg Feigl
- Institute of Anatomy and Clinical Morphology, Witten/Herdecke University, Alfred-Herrhausen-Straße 50, 58455, Witten, Germany.
- Department of Macroscopic and Clinical Anatomy, Medical University of Graz, Graz, Austria.
| | - Andreas Sammer
- Department of Macroscopic and Clinical Anatomy, Medical University of Graz, Graz, Austria
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Robson A, Scantling-Birch Y, Morton S, Anbu D, Border S. Assessing the Impact of Interactive Educational Videos and Screencasts Within Pre-clinical Microanatomy and Medical Physiology Teaching. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2022; 1356:319-343. [PMID: 35146628 DOI: 10.1007/978-3-030-87779-8_14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Modern medical curricula adopt the use self-directed learning approaches, which frequently include the use of technology enhanced learning resources. Often, students prefer those which are available via mobile devices because it can facilitate flexibility and autonomy with their learning, more so than with traditional modalities. Although the production value of resources may be appealing to users, those that work most effectively for education align well to existing pedagogies. One such pedagogy is the cognitive theory of multimedia learning. It is a framework that can be used to facilitate the construction of educational video, that can benefit learning gain through reducing the cognitive load.Although much research has been conducted on how information should be presented in video resources, there is very limited evidence within the subject of clinical anatomy and physiology or when applying different types of educational video, such as screencasts, or interactive video. In the field of anatomy education recent approaches have sought to standardize a robust methodology to evaluate digital resources. This procedure utilizes a combination of normalized learning gain and learner perceptions to gain an accurate picture of educational impact.The current study investigated the impact of both interactive educational videos and screencasts compared with traditional teaching techniques in the challenging subjects of histology and pain physiology. A quasi-randomized, cross-sectional study was conducted with 135 medical students enrolled at the University of Southampton. Sixty fourth- and fifth-year students assessed the histology resources, and 75 second-year students assessed the pain histology resources. Participants were randomly assigned to either a text-based resource, interactive video, or screencast group. Outcomes measured were: 1. Normalized knowledge gain (and retention) assessed using one-best-answer multiple choice question tests 2. Student perceptions using 1-10 Likert-scale style questionnaires. A significant improvement in mean normalized knowledge gain was observed for all teaching modalities. For pain physiology, the means were: Text-49.0% (n = 23), interactive video-70.1% (n = 26), and screencast-53.8% (n = 26). For all learning gains, P < 0.001. For histology, there was a mean normalized learning gain for text-80.0% (n = 20), interactive video-74.4% (n = 20), and screencast groups-68.3% (n = 20). For all learning gains, P < 0.001.For pain physiology resources, interactive videos significantly improved learning gain compared to the screencast (P < 0.05) and the text resource groups (P < 0.01). There was no significant difference between those who used the text or screencast resources. There was also no significant difference in knowledge retention between the different teaching methods for each subject.Following teaching, all three teaching modalities had similar effects on student confidence in the subjects, desire for educational channels dedicated to each topic, and preference for locally produced vs. externally produced videos. These findings have the potential to inform educators on which types of resources to create or to select for their students to have the best impact on learning.
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Affiliation(s)
- Alistair Robson
- Centre for Learning Anatomical Sciences, Primary Care, Population Sciences and Medical Education, Mailpoint 845, University Hospital Southampton, Southampton, UK
| | - Yarrow Scantling-Birch
- Centre for Learning Anatomical Sciences, Primary Care, Population Sciences and Medical Education, Mailpoint 845, University Hospital Southampton, Southampton, UK
| | - Stuart Morton
- Centre for Learning Anatomical Sciences, Primary Care, Population Sciences and Medical Education, Mailpoint 845, University Hospital Southampton, Southampton, UK
| | - Deepika Anbu
- Centre for Learning Anatomical Sciences, Primary Care, Population Sciences and Medical Education, Mailpoint 845, University Hospital Southampton, Southampton, UK
| | - Scott Border
- Centre for Learning Anatomical Sciences, Primary Care, Population Sciences and Medical Education, Mailpoint 845, University Hospital Southampton, Southampton, UK.
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Lin IC, Sen-Crowe B, Pasarin A, McKenney M, Elkbuli A. Variability in tuition and curriculum among allopathic and osteopathic medical schools in the United States. Ann Med Surg (Lond) 2021; 69:102737. [PMID: 34457262 PMCID: PMC8379658 DOI: 10.1016/j.amsu.2021.102737] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Revised: 08/13/2021] [Accepted: 08/15/2021] [Indexed: 11/19/2022] Open
Abstract
Background Medical school tuition has increased dramatically. We aimed to characterize allopathic and osteopathic medical school tuition and its association with geographic region, pre-clerkship and clerkship curriculums, and compare tuition between allopathic and osteopathic schools. Methods US allopathic and osteopathic in-state tuition were extracted from the AAMC and AACOM databases and adjusted for cost-of-living. Schools were divided by geographic regions (West, Midwest, South, Northeast). Pre-clerkship and clerkship curricula characteristics were collected from school websites. Pre-clerkship curricula were categorized into one of six categories: 1) discipline-based, 2) organ system-based, 3) combined discipline/organ system based, 4) team-based learning, 5) mixed, and 6) other. Clerkship curricula characteristics collected included; required research block, out-of-state elective option, and global health (international) elective option. This study was reported according to STROCSS guidelines. Results For allopathic schools, unadjusted and adjusted tuition was significantly higher in the Northeast. After adjusting for cost of living, the West displayed significantly larger in-state tuition than the South. No association was seen between tuition and pre-clerkship curriculum. Of the clerkship characteristics, presence of a required research block or global health electives corresponded to higher tuitions. For osteopathic schools, tuition in the West was significantly higher than the South and Midwest. Schools that offered a discipline-based pre-clerkship curriculum had higher tuitions than other curricula. Clerkship characteristics were not associated with tuition variation. Conclusions US medical school tuition is highly variable, demonstrating associations with geographic regions and curriculum characteristics. There is increasing value in team-based learning modalities in improving professional communication skills.
A cross-sectional analysis of 151 Allopathic and 37 Osteopathic U.S. medical schools were assessed for variations in mean in-state tuition (MIST), preclerkship curricula, and curriculum features. Allopathic and Osteopathic medical schools demonstrated variable tuition even after adjusting for the cost of living (COL), and exhibited the greatest MIST in the Northeast and West regions, respectively. Allopathic medical schools with a discipline-based exhibited significantly greater MIST, whereas those with a team-based curriculum were significantly reduced. Allopathic medical schools requiring a research/scholarly project or global health elective (GHE) exhibited significantly greater adjusted MIST than those that did not. Future studies may consider investigating the effect of academic match results, funding/resources, and student quality of life on MIST of Allopathic and Osteopathic medical schools.
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Affiliation(s)
- I-Chun Lin
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA
| | - Brendon Sen-Crowe
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA
| | - Anthony Pasarin
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA
| | - Mark McKenney
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA.,University of South Florida, Tampa, FL, USA
| | - Adel Elkbuli
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA
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Koth AJ, Focken AG, Lyden ER, Yoachim SD. Effectiveness of an E-module at teaching novice learners critical thinking skills related to dentistry. J Dent Educ 2021; 85:1879-1888. [PMID: 34387866 DOI: 10.1002/jdd.12757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 07/15/2021] [Accepted: 07/28/2021] [Indexed: 11/05/2022]
Abstract
BACKGROUND Technological advances and pedagogical shifts toward active learning have led dental academics to explore alternatives to traditional didactic lectures, yet questions remain regarding the effectiveness of new modalities at both relaying foundational knowledge and inspiring critical thinking. Here, we developed an integrative e-learning module on the subject of bone growth and recruited novice learners from undergraduate institutions to participate. The aim of the study was to investigate the impact of learning modality on novice learners' ability to apply newly acquired knowledge to critical thinking exercises related to dentistry. METHODS In the fall of 2019, 42 undergraduate students from University of Nebraska and Nebraska Wesleyan University campuses voluntarily participated in the study involving a pretest, intervention, posttest, and retention test with survey and results were analyzed. RESULTS Our data reveal a significant difference in mean pre- and posttest scores within delivery group of both traditional lecture and e-module cohorts (p < 0.0001) and no statistically significant difference between cohorts in posttest scores. Similarly, there was no significant difference in student performance on higher-level cognitive skill questions between cohorts, indicating that students learning via e-module were able to apply foundational knowledge to clinical scenarios similarly to students learning via content-expert lecture discussions. CONCLUSION The authors shed light on an opportunity to integrate e-learning into dental education, relieving time constraints for faculty and meeting the needs of our tech-savvy students, without compromising the fostering of critical thinking skills in future dentists.
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Affiliation(s)
- Allie J Koth
- Department of Pediatric Dentistry, University of Nebraska Medical Center, Omaha, Nebraska, USA
| | | | - Elizabeth R Lyden
- Department of Biostatistics, University of Nebraska Medical Center College of Public Health, Omaha, Nebraska, USA
| | - Shayla D Yoachim
- Department of Oral Biology, University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
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Salinas-Alvarez Y, Quiroga-Garza A, Martinez-Garza JH, Jacobo-Baca G, Zarate-Garza PP, Rodríguez-Alanís KV, Guzman-Lopez S, Elizondo-Omaña RE. Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies. ANATOMICAL SCIENCES EDUCATION 2021; 14:471-481. [PMID: 32902143 DOI: 10.1002/ase.2017] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Revised: 08/12/2020] [Accepted: 09/01/2020] [Indexed: 06/11/2023]
Abstract
Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.
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Affiliation(s)
- Yolanda Salinas-Alvarez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | - Alejandro Quiroga-Garza
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | - Guillermo Jacobo-Baca
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | | | - Santos Guzman-Lopez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
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Wheble R, Channon SB. What Use is Anatomy in First Opinion Small Animal Veterinary Practice? A Qualitative Study. ANATOMICAL SCIENCES EDUCATION 2021; 14:440-451. [PMID: 32558304 DOI: 10.1002/ase.1995] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2019] [Revised: 05/14/2020] [Accepted: 06/11/2020] [Indexed: 06/11/2023]
Abstract
Despite the uncontested importance of anatomy as one of the foundational aspects of undergraduate veterinary programs, there is still limited information available as to what anatomy knowledge is most important for the graduate veterinarian in their daily clinical work. The aim of this study was therefore to gain a deeper understanding of the role that anatomy plays in first opinion small animal veterinary practice. Using ethnographic methodologies, the authors aimed to collect rich qualitative data to answer the question "How do first opinion veterinarians use anatomy knowledge in their day-to-day clinical practice?" Detailed observations and semi-structured interviews were conducted with five veterinarians working within a single small animal first opinion practice in the United Kingdom. Thematic analysis was undertaken, identifying five main themes: Importance; Uncertainty; Continuous learning; Comparative and dynamic anatomy; and Communication and language. Anatomy was found to be interwoven within all aspects of clinical practice; however, veterinarians were uncertain in their anatomy knowledge. This impacted their confidence and how they carried out their work. Veterinarians described continually learning and refreshing their anatomy knowledge in order to effectively undertake their role, highlighting the importance of teaching information literacy skills within anatomy curricula. An interrelationship between anatomy use, psychomotor, and professional skills was also highlighted. Based on these findings, recommendations were made for veterinary anatomy curriculum development. This study provides an in-depth view within a single site small animal general practice setting: further work is required to assess the transferability of these findings to other areas of veterinary practice.
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Affiliation(s)
| | - Sarah Beth Channon
- Department of Comparative Biomedical Sciences, The Royal Veterinary College, London, United Kingdom
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Goubar T, Larach J, Hindmarch J, Bownes S, Sinha S. A pragmatic approach to effective anatomy teaching and learning to medical students: a ten-year experience using evidence-based principles. MEDEDPUBLISH 2021; 10:147. [PMID: 38486525 PMCID: PMC10939563 DOI: 10.15694/mep.2021.000147.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Teaching and learning of anatomy for medical students have been extensively studied. However, we believe that a 'gold-standard' of an anatomy teaching and learning model is difficult to establish as every educational institution faces unique. For the past ten years at the University of Notre Dame Australia, School of Medicine Sydney, the anatomy faculty has implemented evidence-based teaching strategies adopted from medical schools around the world and supported by timely student feedback to deliver cost-effective and sustainable anatomy learning. Student evaluations of this program have been positive and associated with improved summative anatomy results. This article describes ten principles pursued by our faculty, which we hope will help others in restructuring or enhancing their anatomy teaching and learning program.
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Nguyen VH, Lyden ER, Yoachim SD. Using Instagram as a tool to enhance anatomy learning at two US dental schools. J Dent Educ 2021; 85:1525-1535. [PMID: 33913160 DOI: 10.1002/jdd.12631] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Revised: 03/17/2021] [Accepted: 04/14/2021] [Indexed: 01/22/2023]
Abstract
Although growing evidence supports the inclusion of social media in education, no studies to date have investigated the potential role of Instagram in anatomy education for dental students. Anatomists at University of Texas School of Dentistry (UTSD) and University of Nebraska Medical Center (UNMC) College of Dentistry created unique Instagram pages supplemental to traditional pedagogy, aiming to provide easily-accessible, interactive content for our tech-savvy students. The aim of this study was to evaluate students' perspectives of the use of social media in education and their respective professor's Instagram page. In the fall of 2020, 170 students (86 from UTSD and 84 from UNMC) voluntarily participated in a survey via Qualtrics. The majority of respondents (85.1%) had seven or more years of experience with social media, and 96.9% of students reported using social media as a source of information with 92.5% using for educational purposes. All students agreed that their respective professor's page has been helpful for anatomy study and review, added to their understanding of anatomy, is convenient, engaging, and professional. While consistent themes emerged between cohorts, UNMC students had a higher level of agreement regarding their page's added relevance to learning in the class/clinic (p = 0.0016), while UTSD students reported feeling more comfortable asking their professor questions through Instagram (p = 0.015). Among all variables, female students and Generation Z students responded more favorably than male or Generation Y counterparts. Here, the authors describe benefits and considerations for others interested in using Instagram as an educational tool.
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Affiliation(s)
- Vuvi H Nguyen
- Department of Diagnostic and Biomedical Sciences, University of Texas School of Dentistry, Houston, Texas, USA
| | - Elizabeth R Lyden
- Department of Biostatistics, University of Nebraska Medical Center College of Public Health, Omaha, Nebraska, USA
| | - Shayla D Yoachim
- Department of Oral Biology, University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
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Santos RS, Carvalho AC, Tsisar S, Bastos AR, Ferreira D, Ferreira MA, Povo A, Guimarães B. How Computer-Assisted Learning Influences Medical Students' Performance in Anatomy Courses. ANATOMICAL SCIENCES EDUCATION 2021; 14:210-220. [PMID: 32564474 DOI: 10.1002/ase.1997] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2019] [Revised: 06/12/2020] [Accepted: 06/14/2020] [Indexed: 06/11/2023]
Abstract
Anatomy is an essential subject of the medical curriculum. Despite its relevance, the curricular time and logistical resources devoted to teaching anatomy are in decline, favoring the introduction of new pedagogical approaches based on computer-assisted learning (CAL). This new pedagogical approach provides an insight into students' learning profiles and features, which are correlated with knowledge acquisition. The aim of this study was to understand how training with CAL platforms can influence medical students' anatomy performance. A total of 611 medical students attending Musculoskeletal Anatomy (MA) and Cardiovascular Anatomy (CA) courses were allocated to one of three groups (MA Group, CA Group, and MA + CA Group). An association between the performance in these anatomy courses and the number of CAL training sessions was detected. In the MA Group (r = 0.761, P < 0.001) and the MA + CA Group (r = 0.786, P < 0.001), a large positive correlation was observed between musculoskeletal anatomy performance and the number of CAL training sessions. Similarly, in the CA Group (r = 0.670, P < 0.001) and the MA + CA Group (r = 0.772, P < 0.001), a large positive correlation was observed between cardiovascular anatomy performance and the number of CAL training sessions. Multiple linear regression models were performed, considering either musculoskeletal or cardiovascular anatomy performance as the dependent variable. The results suggest that using CAL platforms to study has a positive dose-dependent effect on anatomy performance. Understanding students' individual features and academic background may contribute to the optimization of the learning process.
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Affiliation(s)
- Raquel Sofia Santos
- Department of Public Health, Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Ana Cristina Carvalho
- Department of Public Health, Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Stanislav Tsisar
- Department of Public Health, Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Ana Raquel Bastos
- Department of Public Health, Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Diogo Ferreira
- Department of Surgery and Physiology, Faculty of Medicine, University of Porto, Porto, Portugal
- Cardiovascular Research Center, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Maria Amélia Ferreira
- Department of Public Health, Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal
- Cardiovascular Research Center, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Ana Povo
- Department of Surgery, Abel Salazar Institute of Biomedical Sciences, University of Porto, Porto, Portugal
- Department of Ambulatory General Surgery, Centro Hospitalar Universitário do Porto, Porto, Portugal
| | - Bruno Guimarães
- Department of Public Health, Forensic Sciences and Medical Education, Faculty of Medicine, University of Porto, Porto, Portugal
- Department of Surgery and Physiology, Faculty of Medicine, University of Porto, Porto, Portugal
- Cardiovascular Research Center, Faculty of Medicine, University of Porto, Porto, Portugal
- Department of Physical and Rehabilitation Medicine, Centro Hospitalar de Entre o Douro e Vouga, Santa Maria da Feira, Portugal
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Zill SN. Rethinking gross anatomy in a compressed time frame: Clinical symptoms, not case studies, as the basis for introductory instruction. Clin Anat 2021; 34:57-70. [PMID: 32628297 PMCID: PMC7754134 DOI: 10.1002/ca.23645] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2020] [Revised: 07/01/2020] [Accepted: 07/02/2020] [Indexed: 11/18/2022]
Abstract
The goal of this observational study was to develop effective approaches to introduce first year medical students to gross anatomy/embryology in a compressed time frame. Pedagogical reorganization of anatomy instruction in the regions of Lower Extremity and Head and Neck was based upon core clinical conditions taught in second-year and USMLE Step 1 board review courses. These conditions were not presented as clinical problems, as many students had limited prior training in medical terminology, but focused upon clinical symptoms, allowing for direct correlation of structure and function. Instruction stressed vocabulary acquisition and was extended to prepare for laboratory dissections. Overall methodology was multimodal, including "flipped" and traditional lectures, study of prosections/radiographs and small group laboratory review sessions. Content was significantly reduced: knowledge of muscle actions and innervations was required, not muscle origins and insertions. Performance was evaluated by criterion-based written examinations that included a set of questions (34) asked repetitively over an 8 year period (n = 606 students) and by regional practical exams. Mean scores in all areas were sustained or numerically improved, despite the compression of instruction duration. Analysis showed no significant differences based upon question format or instructional modality. Despite the high performance levels, students needing assistance in learning could be identified by score distributions. A survey of students indicated that these changes effectively decreased stress and facilitated review for the USMLE Step 1 Board examination. These results suggest that training in gross anatomy can be modified to a compressed duration by instruction in the context of clinical symptomatology.
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Affiliation(s)
- Sasha N. Zill
- Department of Biomedical SciencesJoan C. Edwards School of MedicineHuntingtonWest VirginiaUSA
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Darras KE, Forster BB, Spouge R, de Bruin ABH, Arnold A, Nicolaou S, Hu J, Hatala R, van Merriënboer J. Virtual Dissection with Clinical Radiology Cases Provides Educational Value to First Year Medical Students. Acad Radiol 2020; 27:1633-1640. [PMID: 31786075 DOI: 10.1016/j.acra.2019.09.031] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2019] [Revised: 09/15/2019] [Accepted: 09/17/2019] [Indexed: 10/25/2022]
Abstract
RATIONALE AND AIM In virtual dissection, three-dimensional computed tomography scans are viewed on a near-life size virtual dissection table and through touchscreen technology, students work together to manipulate the data to perform their dissection. The purpose of this study was to develop a Virtual Dissection Curriculum for first year medical students and to assess its educational value as well as students' preferred pedagogy for learning with this new technology. METHODS One hundred and five first-year medical students participated in a case-based virtual dissection curriculum and were invited to complete a theory-based post experience survey. Eight unique clinical cases were selected based on the first-year curricular objectives and divided into four 30-minute sessions. In groups of 6-8, students reviewed the cases with a radiologist. First, students' reactions to virtual dissection were measured by three constructs using a 5-point Likert scale: quality of curriculum design (11 questions), impact on learning (7 questions), and comfort with technology (3 questions). Second, students ranked the usefulness of six pedagogical approaches for this technology. Responses were tabulated and rank order item lists were generated statistically using the Schulze method where appropriate. RESULTS The survey response rate was 83% (87/105). Overall, students' reactions to virtual dissection were positive across all three measured constructs. Most students indicated that the cases were of an appropriate level of difficulty (90%) and that virtual dissection improved their understanding of disease and pathology (89%), the clinical relevance of anatomy (77%), and visuospatial relationships (64%). Almost all students (94%) reported that the curriculum improved understanding of the role of the radiologist in patient care. Students felt that the "very useful" pedagogical approaches were small group demonstration (68%) and problem-based learning (51%). CONCLUSION First-year medical students perceive the use of virtual dissection as a valuable tool for learning anatomy and radiology. This technology enables the integration of clinical cases and radiology content into preclinical learning.
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Cheng X, Chan LK, Li H, Yang X. Histology and Embryology Education in China: The Current Situation and Changes Over the Past 20 Years. ANATOMICAL SCIENCES EDUCATION 2020; 13:759-768. [PMID: 32162490 DOI: 10.1002/ase.1956] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Revised: 03/04/2020] [Accepted: 03/05/2020] [Indexed: 06/10/2023]
Abstract
In mainland China, histology and embryology (HE) are taught in one course as an essential component of medical curricula. The effectiveness of HE courses directly affects the quality of medical students. To determine the present situation and changes in HE teaching in Chinese medical schools, a nationwide survey was conducted among the HE departmental leaders. In total, 66 responses were included in the study, representing prominent Chinese mainland medical schools. The results revealed that most HE teachers have medical educational backgrounds; an increasing number of teaching staff with PhDs have joined the teaching staffs. A range of 71 to 90 HE curriculum contact hours is predominant. The ratio of theory to practice for HE contact hours is 1:1 at half of the surveyed medical schools. The numbers of students in each laboratory are less than 30 and from 31 to 60 at 23 and 36 medical schools, respectively. Virtual microscopy is employed in 40% of the surveyed medical schools. Didactic teaching is the most common strategy, although new teaching approaches are being employed gradually. During the past 20 years, both the total number of HE teachers and the number of HE teachers with medical educational backgrounds have been reduced in at least half of the surveyed schools. A total of 83.33% of the surveyed schools have reduced their HE contact hours. Almost half of the Chinese medical schools remained unchanged in both their ratio of theory to practice and the number of students in each laboratory. The data derived from this study help to understand the development of the HE discipline at Chinese medical schools.
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MESH Headings
- China
- Curriculum/statistics & numerical data
- Curriculum/trends
- Education, Medical, Undergraduate/history
- Education, Medical, Undergraduate/organization & administration
- Education, Medical, Undergraduate/statistics & numerical data
- Education, Medical, Undergraduate/trends
- Educational Measurement/history
- Educational Measurement/methods
- Educational Measurement/statistics & numerical data
- Embryology/education
- Histology/education
- History, 21st Century
- Humans
- Schools, Medical/history
- Schools, Medical/organization & administration
- Schools, Medical/statistics & numerical data
- Schools, Medical/trends
- Students, Medical/statistics & numerical data
- Teaching/history
- Teaching/organization & administration
- Teaching/trends
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Affiliation(s)
- Xin Cheng
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Lap Ki Chan
- Macau University of Science and Technology, Macao SAR, People's Republic of China
| | - He Li
- Department of Histology and Embryology, Hubei University of Medicine, Shiyan, People's Republic of China
| | - Xuesong Yang
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, People's Republic of China
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37
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Mitrousias V, Karachalios TS, Varitimidis SE, Natsis K, Arvanitis DL, Zibis AH. Anatomy Learning from Prosected Cadaveric Specimens Versus Plastic Models: A Comparative Study of Upper Limb Anatomy. ANATOMICAL SCIENCES EDUCATION 2020; 13:436-444. [PMID: 31251473 DOI: 10.1002/ase.1911] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2019] [Revised: 06/22/2019] [Accepted: 06/25/2019] [Indexed: 06/09/2023]
Abstract
Human cadaveric prosections are a traditional, effective, and highly appreciated modality of anatomy learning. Plastic models are an alternative teaching modality, though few studies examine their effectiveness in learning of upper limb musculoskeletal anatomy. The purpose of this study is to investigate which modality is associated with a better outcome, as assessed by students' performance on examinations. Overall, 60 undergraduate medical students without previous knowledge of anatomy participated in the study. Students were assigned into two groups. Group 1 attended lectures and studied from cadaveric prosections (n = 30) and Group 2 attended lectures and used plastic models in the laboratory (n = 30). A knowledge assessment, including examination with tag questions (spot test) and written multiple-choice questions, was held after the end of the study. Students' perceptions were also investigated via an anonymous questionnaire. No significant difference in students' performance was observed between the group using prosections and the group using plastic models (32.2 ± 14.7 vs 35.0 ± 14.8, respectively; P = 0.477). Similarly, no statistically significant difference was found regarding students' satisfaction from using each learning modality (P = 0.441). Plastic models may be a valuable supplementary modality in learning upper limb musculoskeletal anatomy, despite their limitations. Easy to use and with no need for maintaining facilities, they are highly appreciated by students and can be useful when preparing for the use of cadaveric specimens.
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Affiliation(s)
- Vasileios Mitrousias
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Larissa, Greece
| | - Theofilos S Karachalios
- Department of Orthopaedic Surgery, Faculty of Medicine, University of Thessaly, Larissa, Greece
| | - Sokratis E Varitimidis
- Department of Orthopaedic Surgery, Faculty of Medicine, University of Thessaly, Larissa, Greece
| | - Konstantinos Natsis
- Department of Anatomy and Surgical Anatomy, School of Medicine, Faculty of Health and Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | | | - Aristeidis H Zibis
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Larissa, Greece
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38
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Rockarts J, Brewer-Deluce D, Shali A, Mohialdin V, Wainman B. National Survey on Canadian Undergraduate Medical Programs: The Decline of the Anatomical Sciences in Canadian Medical Education. ANATOMICAL SCIENCES EDUCATION 2020; 13:381-389. [PMID: 32174032 DOI: 10.1002/ase.1960] [Citation(s) in RCA: 33] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Revised: 02/21/2020] [Accepted: 03/11/2020] [Indexed: 06/10/2023]
Abstract
The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean ± SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper-year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/technician-made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond.
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Affiliation(s)
- Jasmine Rockarts
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Danielle Brewer-Deluce
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Ari Shali
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Vian Mohialdin
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Bruce Wainman
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
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39
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Shiozawa T, Glauben M, Banzhaf M, Griewatz J, Hirt B, Zipfel S, Lammerding-Koeppel M, Herrmann-Werner A. An Insight into Professional Identity Formation: Qualitative Analyses of Two Reflection Interventions During the Dissection Course. ANATOMICAL SCIENCES EDUCATION 2020; 13:320-332. [PMID: 31509334 DOI: 10.1002/ase.1917] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2018] [Revised: 08/30/2019] [Accepted: 09/04/2019] [Indexed: 05/26/2023]
Abstract
The professional behavior of future doctors is increasingly important in medical education. One of the first subjects in the curriculum to address this issue is gross anatomy. The Tuebingen Medical Faculty implemented a learning portfolio and a seminar on medical professionalism during the dissection course. The aims of this research project are to get an overview of how students form a professional identity in the dissection course and to compare the content of both their oral and written reflections on the course. A qualitative analysis was conducted of the oral and written reflections on the dissection laboratory experience. This study was conducted during winter term 2013/2014 with a cohort of 163 participants in the regular dissection course. Written reflection texts (from n = 96 students) and audio recordings from four oral reflection seminar discussions (with n = 11 students) were transcribed and deductively categorized with Mayring's qualitative content analysis method. Both qualitative analyses show that students reflected on many topics relevant to professional development, including empathy, respect, altruism, compassion, teamwork, and self-regulation. Quantitative analysis reveals that students who attended the oral reflection wrote significantly more in their written reflection than students who did not. There is, however, no difference in the reflection categories. Reflection content from students corresponds with categories derived from existing competency frameworks. Both the seminar (oral reflections) and the learning portfolio (written reflections) present excellent opportunities to foster professional development during anatomy education; the key is using them in conjunction with the dissection course.
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Affiliation(s)
- Thomas Shiozawa
- Department of Anatomy, Institute of Clinical Anatomy and Cell Analysis, Faculty of Medicine, Eberhard Karls University of Tuebingen, Tuebingen, Germany
| | - Markus Glauben
- Department of Anatomy, Institute of Clinical Anatomy and Cell Analysis, Faculty of Medicine, Eberhard Karls University of Tuebingen, Tuebingen, Germany
| | - Michael Banzhaf
- Department of Anatomy, Institute of Clinical Anatomy and Cell Analysis, Faculty of Medicine, Eberhard Karls University of Tuebingen, Tuebingen, Germany
| | - Jan Griewatz
- Competence Center for University Teaching in Medicine Baden-Wuerttemberg, Eberhard Karls University of Tuebingen, Tuebingen, Germany
| | - Bernhard Hirt
- Department of Anatomy, Institute of Clinical Anatomy and Cell Analysis, Faculty of Medicine, Eberhard Karls University of Tuebingen, Tuebingen, Germany
| | - Stephan Zipfel
- Deanery of Study Affairs, Faculty of Medicine, Eberhard Karls University of Tuebingen, Tuebingen, Germany
- Department of Internal Medicine VI, Psychosomatic Medicine and Psychotherapy, Faculty of Medicine, University Hospital Tuebingen, Eberhard Karls University of Tuebingen, Tuebingen, Germany
| | - Maria Lammerding-Koeppel
- Competence Center for University Teaching in Medicine Baden-Wuerttemberg, Eberhard Karls University of Tuebingen, Tuebingen, Germany
| | - Anne Herrmann-Werner
- Department of Internal Medicine VI, Psychosomatic Medicine and Psychotherapy, Faculty of Medicine, University Hospital Tuebingen, Eberhard Karls University of Tuebingen, Tuebingen, Germany
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40
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Narnaware YR, Neumeier M. Second-Year Nursing Students' Retention of Gross Anatomical Knowledge. ANATOMICAL SCIENCES EDUCATION 2020; 13:230-236. [PMID: 31183982 DOI: 10.1002/ase.1906] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2018] [Revised: 05/21/2019] [Accepted: 06/07/2019] [Indexed: 06/09/2023]
Abstract
Human anatomy is a foundational course in nursing education, however, there is growing concern that students do not retain enough anatomical knowledge to successfully apply it in clinical settings. The aim of this study was to determine retention level of anatomy knowledge among second-year nursing students from their first-year anatomy class, and to determine if there is a difference in level of retention based on organ system. For each system, second-year students were asked to answer 9 to 11 multiple-choice questions (MCQs), and the scores from these quizzes were compared to matched test items from their first-year anatomy examinations. There was a significant decrease in the overall mean score from 83.05 ± 8.34 (±SD) in first year to 54.36 ±12.9 in second year (P = 0.0001). Retention levels were system specific. System-specific knowledge retention was highest for the gastrointestinal system (89.7%), respiratory system (88.5%), and genitourinary system (83.6%). This was followed by the integumentary system (80.1%), special senses (79.4%), nervous system (74.9%), and musculoskeletal system (69.3%). Retention was lowest for the lymphatic system (64.3%), cranial nerves (58.8%), vascular system (53.9%), and head and neck (42.6%). The present study shows that nursing students' anatomy knowledge retention was comparatively higher than rates reported by others in medical and allied-health students. The researchers are now investigating knowledge retention in third- and fourth-year nursing students. Further investigation into why retention is higher for specific systems and intervention strategies to improve knowledge acquisition and retention in nursing students is recommended.
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Affiliation(s)
- Yuwaraj Raj Narnaware
- Department of Nursing Science, Faculty of Nursing, MacEwan University, Edmonton, Alberta, Canada
| | - Melanie Neumeier
- Department of Nursing Science, Faculty of Nursing, MacEwan University, Edmonton, Alberta, Canada
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41
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Hulme AK, Luo K, Štrkalj G. Musculoskeletal Anatomy Knowledge Retention in the Macquarie University Chiropractic Program: A Cross-Sectional Study. ANATOMICAL SCIENCES EDUCATION 2020; 13:182-191. [PMID: 30920180 DOI: 10.1002/ase.1879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Revised: 03/20/2019] [Accepted: 03/21/2019] [Indexed: 06/09/2023]
Abstract
Attrition of anatomy knowledge has been an area of concern in health professions curricula. To ensure safe and effective clinical practice, the study of chiropractic requires a good knowledge of musculoskeletal anatomy. In this study, musculoskeletal limb knowledge retention was investigated among students in the 5-year chiropractic program at Macquarie University, Australia. A test of 20 multiple-choice questions, categorized into low-order (LO) and high-order (HO) cognitive ability according to Bloom's Taxonomy, was developed. Students enrolled in the program were invited to participate with 257 of the 387 choosing to participate, (response rate ranging 56%-72% per year level). No attrition of knowledge across the years was observed, instead, a significant increase in knowledge, measured by total LO and HO scores (P < 0.0005), throughout the program. There were significant increases in both low and high cognitive scores which were not uniform, with high-order scores increasing significantly in the last two year levels. The increase of knowledge, may be explained, at least partially, by the vertical and horizontal integrated curriculum. Retrieval of knowledge, especially in clinically applied formats, may have led to an enhanced ability to apply anatomy knowledge and account for the increased scores in the high-order knowledge seen in the later clinical years. Evaluating anatomy knowledge retention at different cognitive levels seems to provide a better assessment and is worth considering in future anatomy educational research.
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Affiliation(s)
- Anneliese K Hulme
- Faculty of Science and Engineering, Department of Chiropractic, Macquarie University, Sydney, Australia
| | - Kehui Luo
- Faculty of Science and Engineering, Department of Mathematics and Statistics, Macquarie University, Sydney, Australia
| | - Goran Štrkalj
- Faculty of Science and Engineering, Department of Chiropractic, Macquarie University, Sydney, Australia
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42
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Wong RE, Quach HT, Wong JS, Laxton WH, Nanney LB, Motuzas CL, Pearson AS. Integrating Specialty-Specific Clinical Anatomy Education into the Post-Clerkship Curriculum. MEDICAL SCIENCE EDUCATOR 2020; 30:487-497. [PMID: 34457692 PMCID: PMC8368519 DOI: 10.1007/s40670-019-00833-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Anatomy is a foundational science mainstay of undergraduate medical school education, particularly in the pre-clerkship curriculum. During the post-clerkship curriculum, students closer to graduate medical education may benefit from a focused concentration on human anatomy related to their specific clinical interests. Here, we describe a course for post-clerkship students that uniquely incorporates a multimodal approach of dissection, didactics, and clinical correlation to radiologic imaging, with the opportunity to personalize student learning on a specialty-specific anatomic region. The course increased students' confidence of anatomical knowledge and its clinical relevance. Other institutions may benefit from establishing a similar multimodal integrated post-clerkship anatomy curriculum.
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Affiliation(s)
| | - Henry T. Quach
- Vanderbilt University School of Medicine, Nashville, TN USA
| | - Joseph S. Wong
- Vanderbilt University School of Medicine, Nashville, TN USA
| | - William H. Laxton
- Vanderbilt University School of Medicine, Nashville, TN USA
- Department of Clinical Radiology and Radiological Sciences, Vanderbilt University Medical Center, Nashville, TN USA
| | | | - Cari L. Motuzas
- Vanderbilt University School of Medicine, Nashville, TN USA
- Department of Clinical Radiology and Radiological Sciences, Vanderbilt University Medical Center, Nashville, TN USA
| | - A. Scott Pearson
- Vanderbilt University School of Medicine, Nashville, TN USA
- Department of Surgery, Vanderbilt University Medical Center, Nashville, TN USA
- Department of Surgery, Medical Center North, 1161 21st Ave S, Nashville, TN 37232 USA
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Arantes M, Andrade JP, Barbosa J, Ferreira MA. Curricular changes: the impact on medical students knowledge of neuroanatomy. BMC MEDICAL EDUCATION 2020; 20:20. [PMID: 31952526 PMCID: PMC6969452 DOI: 10.1186/s12909-019-1907-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2019] [Accepted: 12/13/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Although neuroanatomy is considered an essential requirement in medical curriculum, its teaching has undergone many changes in recent years, with most medical schools starting to implement an integrated approach. The current paper describes the comparative evaluation of the neuroanatomy knowledge scores of medical students who attended two different pedagogic approaches of neuroanatomy in the Faculty of Medicine of the University of Porto. METHODS Forty fourth-year medical students who attended a traditional stand-alone approach and 42 third-year medical students who attended an integrated approach completed a written test of knowledge. RESULTS Although there were some significant differences, the results globally revealed no statistically significant difference between the neuroanatomy knowledge scores of the integrated and traditional education groups, with most students obtaining a passing score in both curricula. CONCLUSIONS Our study is the first attempt to compare the knowledge acquired by medical students from two different pedagogical approaches to neuroanatomy. Although the integrated curricula were only implemented in the Faculty of Medicine of the University of Porto a few years ago, the students who attended these curricula obtained similar scores as those obtained by the students of the traditional curriculum. This finding suggests that an integrated curriculum can be, in light of curricular reform, an efficient approach to teaching neuroanatomy to medical students.
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Affiliation(s)
- Mavilde Arantes
- Department of Biomedicine, Unit of Anatomy, Faculty of Medicine of the University of Porto, Al. Professor Hernâni Monteiro, 4200-319 Porto, Portugal
- Division of Neuroradiology, Radiology Service, Portuguese Institute of Oncology, Rua Dr. António Bernardino de Almeida, 4200-072 Porto, Portugal
- Center for Health Technology and Services Research (CINTESIS), Faculty of Medicine of the University of Porto, Rua Dr. Plácido da Costa, 4200-450 Porto, Portugal
| | - José Paulo Andrade
- Department of Biomedicine, Unit of Anatomy, Faculty of Medicine of the University of Porto, Al. Professor Hernâni Monteiro, 4200-319 Porto, Portugal
- Center for Health Technology and Services Research (CINTESIS), Faculty of Medicine of the University of Porto, Rua Dr. Plácido da Costa, 4200-450 Porto, Portugal
| | - Joselina Barbosa
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine of the University of Porto, Al. Professor Hernâni Monteiro, 4200-319 Porto, Portugal
| | - Maria Amélia Ferreira
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine of the University of Porto, Al. Professor Hernâni Monteiro, 4200-319 Porto, Portugal
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Giuriato R, Štrkalj G, Meyer AJ, Pather N. Anatomical Sciences in Chiropractic Education: A Survey of Chiropractic Programs in Australia. ANATOMICAL SCIENCES EDUCATION 2020; 13:37-47. [PMID: 30793519 DOI: 10.1002/ase.1871] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Revised: 02/14/2019] [Accepted: 02/15/2019] [Indexed: 06/09/2023]
Abstract
Human anatomy knowledge is a core requirement for all health care clinicians. There is a paucity of information relating to anatomy content and delivery in Australian chiropractic programs. The aim of this study was to describe anatomy teaching in Australian chiropractic programs, utilizing a survey which was distributed to all four programs, requesting information on: anatomy program structure, delivery methods, assessment, teaching resources, and academic staff profile at their institution. The survey was undertaken in 2016 and documented practices in that academic year. All four institutions responded. There was a reported difference in the teaching hours, content, delivery and assessment of anatomy utilized in Australian chiropractic programs. Anatomy was compulsory at all four institutions with the mean total of 214 (SD ± 100.2) teaching hours. Teaching was undertaken by permanent ongoing (30%) and sessional academic staff, and student to teacher ratio varied from 15:1 to 12:1. A variety of teaching resources were utilized, including human tissue access, either as prosected cadavers or plastinated body parts. The results of this survey confirm that anatomy has an established place in chiropractic education programs in Australia and while curricular variations exist, all programs had similar course design, delivery, and assessment methods. This study confirmed the provision of a strong foundation in topographical anatomy and neuroanatomy, while other anatomical sciences, such as histology and embryology were not consistently delivered. Formalization of a core anatomy curriculum together with competency standards is needed to assist program evaluation and development, and for accreditation purposes.
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Affiliation(s)
- Rosemary Giuriato
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
- Department of Chiropractic, Faculty of Science and Engineering, Macquarie University, Sydney, New South Wales, Australia
| | - Goran Štrkalj
- Department of Chiropractic, Faculty of Science and Engineering, Macquarie University, Sydney, New South Wales, Australia
| | - Amanda J Meyer
- School of Human Sciences, Faculty of Science, University of Western Australia, Perth, Western Australia, Australia
| | - Nalini Pather
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
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Sotgiu MA, Mazzarello V, Bandiera P, Madeddu R, Montella A, Moxham B. Neuroanatomy, the Achille's Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy. ANATOMICAL SCIENCES EDUCATION 2020; 13:107-116. [PMID: 30702219 DOI: 10.1002/ase.1866] [Citation(s) in RCA: 43] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2018] [Revised: 12/30/2018] [Accepted: 01/25/2019] [Indexed: 06/09/2023]
Abstract
Neuroanatomy has been deemed crucial for clinical neurosciences. It has been one of the most challenging parts of the anatomical curriculum and is one of the causes of "neurophobia," whose main implication is a negative influence on the choice of neurology in the near future. In the last decades, several educational strategies have been identified to improve the skills of students and to promote a deep learning. The aim of this study was to systematically review the literature to identify the most effective method/s to teach human neuroanatomy. The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate medical courses from January 2006 through December 2017. The primary outcome was the observation of improvement of anatomical knowledge in undergraduate medical students. Secondary outcomes were the amelioration of long-term retention knowledge and the grade of satisfaction of students. Among 18 selected studies, 44.4% have used three-dimensional (3D) teaching tools, 16.6% near peer teaching tool, 5.55% flipped classroom tool, 5.55% applied neuroanatomy elective course, 5.55% equivalence-based instruction-rote learning, 5.55% mobile augmented reality, 5.55% inquiry-based clinical case, 5.55% cadaver dissection, and 5.55% Twitter. The high in-between study heterogeneity was the main issue to identify the most helpful teaching tool to improve neuroanatomical knowledge among medical students. Data from this study suggest that a combination of multiple pedagogical resources seems to be the more advantageous for teaching neuroanatomy.
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Affiliation(s)
- Maria Alessandra Sotgiu
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Vittorio Mazzarello
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Pasquale Bandiera
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Roberto Madeddu
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Andrea Montella
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Bernard Moxham
- Cardiff School of Biosciences, Cardiff University, Cardiff, United Kingdom
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Koppes DM, Triepels CPR, Schepens-Franke AN, Kruitwagen RFPM, Van Gorp T, Scheele F, Notten KJB. What do we need to know about anatomy in gynaecology: A Delphi consensus study. Eur J Obstet Gynecol Reprod Biol 2019; 245:56-63. [PMID: 31862572 DOI: 10.1016/j.ejogrb.2019.11.015] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Revised: 11/12/2019] [Accepted: 11/20/2019] [Indexed: 11/26/2022]
Abstract
OBJECTIVE Determination of the anatomical structures that should be taught to ensure safe and competent practice among general gynaecologists. STUDY DESIGN A two-round Delphi survey, face-to-face meeting in focus groups and an individual interview. Participants were medical doctors and trainees from gynaecology, surgery, urology and radiology from academic, non-academic teaching and non-academic, non-teaching hospitals in the Netherlands. Relevant structures were collected from gynaecology surgery atlas based on most common gynaecological surgeries and diseases. These structures were supplemented and critically viewed in focus groups followed by a Delphi survey. In the Delphi survey gynaecologist and trainee's gynaecology from all over the Netherlands scored the items on a Likert scale between 1 (not relevant) and 5 (highly relevant). Consensus was defined when ≥ 70 % of the panellist scored the item as relevant or very relevant and the average rating was ≥ 4. Main outcome was clinically relevant anatomical structures. RESULTS Consensus on 86 clinically relevant anatomical structures divided by nine categories. CONCLUSIONS This study identified a core list of anatomical structures that are relevant to the safe and competent practice of general gynaecologists and that can be used to guide gynaecology postgraduate education. This is the first step in a much wider and complex process of becoming a competent gynaecologist.
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Affiliation(s)
- Dorothea M Koppes
- Department of Obstetrics and Gynaecology, Maastricht University Medical Centre+, the Netherlands; GROW - School for Oncology and Developmental Biology, Maastricht University Medical Centre+, Maastricht, the Netherlands.
| | - Charlotte P R Triepels
- Department of Obstetrics and Gynaecology, Maastricht University Medical Centre+, the Netherlands; GROW - School for Oncology and Developmental Biology, Maastricht University Medical Centre+, Maastricht, the Netherlands
| | | | - Rutgerus F P M Kruitwagen
- Department of Obstetrics and Gynaecology, Maastricht University Medical Centre+, the Netherlands; GROW - School for Oncology and Developmental Biology, Maastricht University Medical Centre+, Maastricht, the Netherlands
| | - Toon Van Gorp
- Division of Gynaecological Oncology, Department of Gynaecology and Obstetrics, University Hospitals Leuven, Leuven Cancer Institute, Leuven, Belgium
| | - Fedde Scheele
- School of Medical Sciences, Amsterdam UMC, Amsterdam, the Netherlands; Athena Institute for Trans-Disciplinary Research, VU University, Amsterdam, the Netherlands
| | - Kim J B Notten
- Department of Obstetrics and Gynaecology, Maastricht University Medical Centre+, the Netherlands; GROW - School for Oncology and Developmental Biology, Maastricht University Medical Centre+, Maastricht, the Netherlands; Department of Obstetrics and Gynaecology, Radboud Medical Centre, the Netherlands
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Butts CA, Speer JJ, Brady JJ, Stephenson RJ, Langenau E, DiTomasso R, Fresa K, Becker M, Sesso A. Introduction to Clerkship: Bridging the Gap Between Preclinical and Clinical Medical Education. J Osteopath Med 2019; 119:578-587. [PMID: 31449304 DOI: 10.7556/jaoa.2019.101] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Background Despite a diverse range of curricular advancements to address the difficult transition from classroom learning to clinical training during medical education, hurdles persist. A 4-week course was designed at the Philadelphia College of Osteopathic Medicine (PCOM) to make this transition easier. Objectives To determine whether PCOM students' comfort and preparedness increased after taking a 4-week clinical transition course before third-year clinical clerkships, and to determine whether faculty perceptions of student preparedness and comfort were improved after participation in the course compared with previous third-year students. Methods Second-year osteopathic medical students at PCOM participated in a 4-week course, Introduction to Clinical Clerkship (I2C). The course included 16 small-group exercises, which all took place before students began their third-year clerkship rotations. The exercises in the course extended beyond the skills learned during their classroom years. Students were given a pre- and postcourse survey to evaluate their comfort level with 58 different aspects of clinical practice. Participating faculty were surveyed to evaluate their perception of student preparedness and comfort compared with previous third-year students who had not undergone the exercise. Results After completing the I2C course, third-year osteopathic medical students (n=232) reported increased comfort with 57 of the 58 learning objectives and each of the 5 coded clinical competency areas (patient assessment, effective communication, hospital logistics, procedural skills, and core knowledge) (P<.01). Preceptors reported that students who completed the I2C course were more prepared (54.5%) and more comfortable (63.4%) with clinical duties, as compared with their recollections of previous third-year osteopathic medical students. Conclusion Within the 5 competencies, students on average felt more comfortable and were perceived by faculty as better prepared than previous students who had not taken the I2C course. The establishment of a preclinical transition exercise appears to help bridge the gap between the preclinical and clinical years. This learning model allows medical students to feel both more comfortable and better prepared throughout the transition from classroom learning to clinical rotations.
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Hoffmann DS, Dancing D, Rosenbaum M. Massage and Medicine: An Interprofessional Approach to Learning Musculoskeletal Anatomy and Enhancing Personal Wellness. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:885-892. [PMID: 30720530 DOI: 10.1097/acm.0000000000002623] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
PURPOSE To investigate the impact of a unique curriculum combining learning of surface anatomy and massage therapy for medical and physician assistant students. METHOD The authors conducted a randomized controlled trial in 2014 at University of Iowa Carver College of Medicine with 20 first-year students who viewed 4 hours of educational videos and participated in 11 hours of hands-on massage practice and 20 first-year students who only viewed the educational videos. Participants completed pre- and postcourse assessments of knowledge, attitudes, and personal wellness and completed a validated assessment of four dimensions of personal wellness. RESULTS Hands-on group participants outscored the online-only group in postcourse knowledge assessments of surface anatomy and massage therapy principles (P < .05). Students in the hands-on group reported higher agreement with statements about perceived knowledge and beliefs about referrals and advising patients regarding massage therapy (P < .05). Students also frequently reported greater comfort administering physical examinations. Hands-on group participants had statistically significant improvements in psychological wellness during the study (P = .03), whereas online-only participants had a slight decrease (P = .09). Physical wellness was also slightly improved in the hands-on group (P = .06). CONCLUSIONS Findings show that integrating surface anatomy and massage therapy in an experiential course resulted in significant gains in knowledge of anatomy, understanding about interprofessional health care roles, increased confidence in clinical practice, and improved wellness. Accordingly, further development of learning experiences that incorporate basic science, interprofessional education, and techniques that promote student wellness should be encouraged.
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Affiliation(s)
- Darren S Hoffmann
- D.S. Hoffmann is assistant professor, Department of Anatomy and Cell Biology, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, Iowa. D. Dancing is director and faculty, Dancing Prairie Massage Therapy College and Pain Relief Center, and adjunct faculty, Department of Anatomy and Cell Biology, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, Iowa. M. Rosenbaum is professor, Department of Family Medicine, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, Iowa
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Sola M, Sanchez-Quevedo C, Martin-Piedra MA, Carriel V, Garzon I, Chato-Astrain J, Garcia-Garcia OD, Alaminos M, Campos F. Evaluation of the awareness of novel advanced therapies among family medicine residents in Spain. PLoS One 2019; 14:e0214950. [PMID: 30943248 PMCID: PMC6447282 DOI: 10.1371/journal.pone.0214950] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Accepted: 03/22/2019] [Indexed: 01/18/2023] Open
Abstract
Background Advanced therapies are increasingly demanded by patients with the intent of treating some incurable conditions. Because family medicine professionals play an important role as health educators, their residency programs should incorporate new knowledge related to advanced therapies. To successfully implement these programs, how family medicine residents perceive these therapies should be investigated. The main components of perception, i.e. conceptual, procedural and attitudinal, refer to knowledge, skills and feelings, respectively. Methods and findings We designed a specific questionnaire to assess the components of perceptions of advanced therapies in 300 medical residents enrolled in the Spanish National Family Medicine Residency Program. Each component consisted of 4 or 5 topics and each topic contained 6 items. Respondents scored highest in the procedural component (average 4.12±1.00), followed by the attitudinal (3.94±1.07) and conceptual component (3.04±1.43). Differences among the three components were statistically significant (p<0.00017). Family medicine residents perceived that procedures to implement advanced therapies are well established, especially their application. However, they felt their cognitive background was insufficient to respond efficiently to the expectations generated by these new therapeutic tools, especially in the regulatory framework. High awareness of the risks and limitations of these treatments was reflected by residents’ preference for clinically tested therapies. Although they appropriately situated treatment with these therapies within hospital care, they associated the biofabrication of novel products with research centers, although these therapeutic tools can be produced in different facilities. Conclusions These results are potentially useful for designing future training programs and health policies for family medicine residents, and suggest the need to implement specific training programs in advanced therapies at the conceptual, procedural and attitudinal level.
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Affiliation(s)
- Miguel Sola
- Family Medicine Unit, School of Medicine, University of Granada, Granada, Spain
| | - Carmen Sanchez-Quevedo
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Miguel A. Martin-Piedra
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Victor Carriel
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Ingrid Garzon
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Jesus Chato-Astrain
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Oscar-Dario Garcia-Garcia
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Miguel Alaminos
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
- * E-mail:
| | - Fernando Campos
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
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Cameron J, Bilszta J, Reid KJ, Briggs C. Motivations & Experiences of Postgraduate Anatomy Training. MEDEDPUBLISH 2019; 8:62. [PMID: 38089356 PMCID: PMC10712628 DOI: 10.15694/mep.2019.000062.1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Background: Anatomy teaching at medical schools has undergone significant changes in philosophy, and reduction in content, in recent years. Senior clinicians and speciality training Colleges have raised concerns regarding these changes and questioned their impact on 'anatomical competence' and adequacy of training for safe clinical practice. The literature on the perceptions of medical school anatomy teaching among those preparing to enter post-graduate training (i.e. towards a specialist qualification) is sparse. Aim: To assess the motivations for study, and experiences of training, in junior doctors undertaking an intensive post-graduate anatomy training program. Methods: A sample of candidates (13/119, 10%) undertaking the University of Melbourne Graduate Diploma in Surgical Anatomy were recruited for interview. These interviews were recorded, transcribed and then analysed using a combination of thematic and contextual approaches. Key themes were identified and explored. Results: Participant responses fell into two broad categories - motivations for enrolling into the course and their actual experiences of the course. The primary motivation for enrolling into the course was the perceived career requirement to do so, with participants asserting that attending such courses was perceived as mandatory for success in specialty training. Once enrolled, participants valued the teaching and learning and enjoyed the academic pursuit of high-level anatomy study. These benefits, however, were offset by a range of undesirable outcomes associated with undertaking the course. Participants identified the financial cost of the course, the unwillingness of employers to provide rostered study leave and the negative impact on work-life balance as the most significant challenges. Conclusions: Understanding the concerns and expectations of junior doctors preparing for a speciality training program by increasing their anatomy knowledge has implications for both Colleges and medical educators. The participants in this study recognised the limitations in their anatomy knowledge and actively sought additional training at significant financial and personal cost to themselves. This was counterbalanced by the perceived benefits to their career, and an opportunity to enter a specialist training program, by completing additional study.
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