201
|
Thom ML, Kimble BA, Qua K, Wish‐Baratz S. Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2021; 14:552-561. [PMID: 34268899 PMCID: PMC8426839 DOI: 10.1002/ase.2122] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 06/23/2021] [Accepted: 07/13/2021] [Indexed: 05/11/2023]
Abstract
In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η2 = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.
Collapse
Affiliation(s)
- Mitchell L. Thom
- Case Western Reserve University School of MedicineClevelandOhioUSA
| | - Blair A. Kimble
- Case Western Reserve University School of MedicineClevelandOhioUSA
| | - Kelli Qua
- Office of Curricular Affairs and AssessmentCase Western Reserve University School of MedicineClevelandOhioUSA
- Clinical and Translational Science CollaborativeCase Western Reserve University School of MedicineClevelandOhioUSA
| | - Susanne Wish‐Baratz
- Department of AnatomyCase Western Reserve University School of MedicineClevelandOhioUSA
| |
Collapse
|
202
|
Anatomy (knowledge) in postgraduate obstetrics and gynaecology training: Is it sufficient enough? Ann Anat 2021; 239:151826. [PMID: 34474126 DOI: 10.1016/j.aanat.2021.151826] [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: 02/17/2021] [Revised: 08/18/2021] [Accepted: 08/20/2021] [Indexed: 11/23/2022]
Abstract
BACKGROUND Due to the importance, anatomy training is worldwide recognizable in virtually all undergraduate curricula and many postgraduate surgical curricula (Estai and Bunt, 2016; Older, 2004). The postgraduate curriculum of Obstetrics and Gynaecology (O&G) is such a surgical curriculum. It is a diverse branch of medicine and the role of anatomy in O&G is versatile. In the Netherlands nor in Europe the expectations of knowledge on anatomy are specified in the current training program, making trainees insecure about their performance in anatomy knowledge ("Better Education for Obsetrics and Gynaecology,"). Therefore, we recently performed a Delphi study to determine which anatomical structures should be taught to ensure safe and competent practice among general gynaecologists (Koppes et al., 2020). The aim of this study is the determination of the anatomical knowledge level in postgraduate training for O&G. Our hypothesis is that the trainees possess a good knowledge of anatomy and on average at least 80% of correct answers on core knowledge is shown. METHODS A longitudinal knowledge analysis was performed under Dutch Trainees Obstetrics and Gynaecology. The anatomy questions of the annual progress tests from 2010 to 2019 were analysed. Anatomy questions were selected and assessed on relevance based on the previous performed Delphi study which identified 86 structures which are essential to perform safe and competent practice as a general gynaecologist. Scores on relevant anatomy questions were calculated. RESULTS In 10-year 3136 trainees performed the annual progress test. 54 Anatomy related questions were asked on a total of 1637 questions (3.3%). Of these 54 questions, 38 (70%) were concerned as relevant questions. Overall 10-year score was 64.5%. CONCLUSIONS The anatomy knowledge of trainees' Obstetrics and Gynaecology is insufficient. Our results are a step in the awareness of testing and improving anatomy knowledge of postgraduate O&G training.
Collapse
|
203
|
Sadeqi H, Valiani A, Avizhgan M, Ebrahimi SA, Manteghinejad A, Miralai P, Omid A. The effect of teaching integrated course of physical examination and radiological anatomy in practical limb anatomy on medical students' learning outcomes. BMC MEDICAL EDUCATION 2021; 21:461. [PMID: 34461880 PMCID: PMC8406560 DOI: 10.1186/s12909-021-02898-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Accepted: 08/22/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND In the last few decades, the need to change the curriculum of basic medical science has been further emphasized. The purpose of this study was to evaluate the effects of teaching integrated course of physical examination and radiological anatomy in practical limb anatomy on medical students' learning outcomes. METHODS This was an experimental study. Medical students (of the 4th semester of medical education) were divided into intervention and control groups. Related topics of physical examination and radiological anatomy were added to the practical limb anatomy courses of the intervention group. Practical knowledge of anatomy, clinical applications of anatomical knowledge, students 'satisfaction, and students' attitude toward the anatomy course were assessed at the end of the study. Knowledge retention was assessed three months after the semester. RESULTS The intervention group scored significantly higher mean scores in practical knowledge of anatomy test, clinical applications of anatomical knowledge test and knowledge retention test (P-value < 0.05). In evaluating students' satisfaction with the course, the intervention group was satisfied with the course and teacher performance and had appropriate attitude (Mean˃4, Max score = 5) towards the application of anatomy in medicine. CONCLUSIONS The findings of this study showed that teaching practical anatomy with a clinical integrated approach can improve the practical knowledge of anatomy, knowledge retention, and clinical applications of anatomical knowledge. In addition, an integrated approach was associated with greater student satisfaction and it makes students have appropriate attitude towards the application of anatomy in medicine.
Collapse
Affiliation(s)
- Hossain Sadeqi
- Department of Anatomical Sciences, School of Medicine, Isfahan university of medical sciences, Isfahan, Iran
| | - Ali Valiani
- Department of Anatomical Sciences, School of Medicine, Isfahan university of medical sciences, Isfahan, Iran
| | - Maryam Avizhgan
- Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | | | - Amirreza Manteghinejad
- Student Research Committee, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Pantea Miralai
- School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Athar Omid
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| |
Collapse
|
204
|
Taylor L, Dyer T, Al-Azzawi M, Smith C, Nzeako O, Shah Z. Extended reality anatomy undergraduate teaching: a literature review on an alternative method of learning. Ann Anat 2021; 239:151817. [PMID: 34391910 DOI: 10.1016/j.aanat.2021.151817] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 07/11/2021] [Accepted: 08/02/2021] [Indexed: 11/17/2022]
Abstract
BACKGROUND The majority of undergraduate anatomy learning has shifted online, or to a mixture of virtual and face-to-face teaching, due to the COVID-19 pandemic. Cadaveric shortages have also influenced the need for alternative methods of anatomical education. This study examines the current literature on the use of extended reality technologies (XR) such as Virtual reality (VR), Augmented reality (AR), and Mixed reality (MR) for anatomy teaching and explores its potential for implementation in medical education. METHODS A literature review was performed of PubMed, ProQuest, Science Direct, and Springer databases. Included studies were assessed for user satisfaction, perceived effectiveness, cost, acceptability and side effects. RESULTS The database search identified 1687 papers, of which 45 papers were included in this review. Both AR and VR had high rates of satisfaction and acceptability as a supplementary teaching aid amongst undergraduate participants. AR was found to have higher effectiveness than VR. VR is more expensive than AR. Results and comparisons were limited due to short length of study. CONCLUSIONS VR is a popular choice with undergraduates as an aid to supplement teaching, in spite of the associated cost and side effects such as nausea. AR has shown the most potential for independent study. Larger and long-term studies are required to determine true effectiveness, and consideration of the clinical relevance of these technologies.
Collapse
Affiliation(s)
- Lucy Taylor
- GKT School of Medical Education, Kings College London, Great Maze Pond, London SE1 1UL, United Kingdom.
| | - Tamsin Dyer
- GKT School of Medical Education, Kings College London, Great Maze Pond, London SE1 1UL, United Kingdom
| | - Mohammed Al-Azzawi
- Department of Orthopaedics, Guy's and St Thomas' NHS Trust, Westminster Bridge Road, London SE1 7EH, United Kingdom.
| | - Christian Smith
- Department of Orthopaedics, Guy's and St Thomas' NHS Trust, Westminster Bridge Road, London SE1 7EH, United Kingdom
| | - Obi Nzeako
- Department of Orthopaedics, Guy's and St Thomas' NHS Trust, Westminster Bridge Road, London SE1 7EH, United Kingdom
| | - Zameer Shah
- Department of Orthopaedics, Guy's and St Thomas' NHS Trust, Westminster Bridge Road, London SE1 7EH, United Kingdom
| |
Collapse
|
205
|
Power J, Dempsey P, Barry D, Slater G, McMenamin P, McNicholas M. Radiology perspective on anatomy teaching in Australia and New Zealand. Surg Radiol Anat 2021; 44:5-8. [PMID: 34378106 DOI: 10.1007/s00276-021-02811-9] [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: 04/07/2021] [Accepted: 07/31/2021] [Indexed: 10/20/2022]
Abstract
INTRODUCTION Anatomy pedagogy and radiologists involvement in teaching undergraduate anatomy varies widely. We surveyed radiologists practising in Australia and New Zealand to establish their opinions on their own experience of undergraduate anatomy and their view on the role of radiology in anatomy teaching. We also sought their views on the role of radiologists in anatomy teaching. METHODS A short survey was designed on the Survey Monkey platform using the website surveymonkey.com. The survey was distributed to members of the Royal Australian and New Zealand College of Radiologists (RANCZR) as a link attached to a monthly e-newsletter with a short paragraph outlining its aim. RESULTS Sixty-seven responses were eligible for analysis. 33% (22/67) were dissatisfied with their own anatomy training and 55% (38/67) felt that current graduates had an inadequate level of anatomy. 55% (38/67) indicated that radiology had not been a major part of their own undergraduate anatomy training. 58% (39/67) of respondents felt that non-radiology medical and para-medical professionals were not suitably qualified to teach radiologic anatomy. 75% (42/67) were of the opinion that radiology with 3-D support platforms may replace cadaveric dissection in the future, yet most were not familiar with 3-D platforms in current usage.
Collapse
Affiliation(s)
- Jack Power
- Radiology Department, Mater Misericordiae University Hospital, Dublin, Ireland.
| | - Philip Dempsey
- Radiology Department, Mater Misericordiae University Hospital, Dublin, Ireland
| | - Denis Barry
- Department of Anatomy, Trinity Biomedical Sciences Institute, Trinity College Dublin, Dublin, Ireland
| | - Gregory Slater
- Greenslopes Private Hospital, Greenslopes, QLD, Australia
| | - Paul McMenamin
- Faculty of Medicine Nursing and Health Sciences, Department of Anatomy, Monash University, Melbourne, VIC, Australia
| | - Michelle McNicholas
- Radiology Department, Mater Misericordiae University Hospital, Dublin, Ireland
| |
Collapse
|
206
|
Guy J, Muzaffar J, Coulson C. Teaching middle ear anatomy using a novel three-dimensional papercraft model. Eur Arch Otorhinolaryngol 2021; 278:2769-2774. [PMID: 32970186 PMCID: PMC8266719 DOI: 10.1007/s00405-020-06350-8] [Citation(s) in RCA: 3] [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: 06/30/2020] [Accepted: 08/31/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND The middle ear is a complex anatomical space which is difficult to interpret from two-dimensional imagery. Appropriate surgical knowledge of the area is required to operate, yet current anatomical teaching methods are costly and hard to access for the trainee. METHODS A papercraft 3D design involving anatomical elements added separately to a model was designed, and then peer-validated by medical students and junior doctors. Preliminary quantitative assessment was performed using an anatomical labelling questionnaire, with six students given a lecture to act as a control. Qualitative feedback was also gathered. RESULTS 18 participants were recruited for the study. A total of 12 models were constructed by 6 medical students and 6 junior doctors. 6 medical students received a lecture only. Qualitative feedback was positive and suggested the model improved knowledge and was useful, yet timing and complexity were issues. Students scored, on average, 37% higher after completing the model, with junior doctors also improving anatomical knowledge, though these differences were not significant (p > 0.05). CONCLUSIONS In this initial investigation, the model was shown to be an engaging way to learn anatomy, with the tactile and active nature of the process cited as benefits. Construction of the model improved anatomical knowledge to a greater extent than a classical lecture in this study, though this difference was not significant. Further design iterations are required to improve practical utility in the teaching environment, as well as a larger study.
Collapse
Affiliation(s)
- John Guy
- Medical School, College of Medical and Dental Sciences, University of Birmingham, Edgbaston, Birmingham, B15 2SG UK
| | - Jameel Muzaffar
- Department of Otolaryngology, Queen Elizabeth Hospital Birmingham, Edgbaston, Birmingham, B15 2TH UK
| | - Christopher Coulson
- Department of Otolaryngology, Queen Elizabeth Hospital Birmingham, Edgbaston, Birmingham, B15 2TH UK
| |
Collapse
|
207
|
Cheng H, Esmonde-White C, Kassay AD, Wunder ML, Martin C. Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic. MEDICAL SCIENCE EDUCATOR 2021; 31:1529-1535. [PMID: 34026305 PMCID: PMC8131080 DOI: 10.1007/s40670-021-01322-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/11/2021] [Indexed: 05/30/2023]
Abstract
During COVID-19, the anatomy faculty and students at Schulich School of Medicine and Dentistry observed strengths and weaknesses in their transition to online learning. A "four-prong" approach to teaching anatomy was developed. Asynchronous content modules were tailored to specific learning objectives, virtual labs were implemented to work through case-based applications, "live from the lab" review sessions provided the opportunity for interaction and integration, and finally, limited face-to-face laboratory sessions provided an opportunity for supervised consolidation with cadaveric specimens. Our approach may be used by other institutions to enhance anatomical education and student engagement.
Collapse
Affiliation(s)
- Henry Cheng
- Schulich School of Medicine & Dentistry, Medical Sciences Building, Western University, London, N6A 3K7 Canada
| | - Caroline Esmonde-White
- Schulich School of Medicine & Dentistry, Medical Sciences Building, Western University, London, N6A 3K7 Canada
| | - Andrea D. Kassay
- Schulich School of Medicine & Dentistry, Medical Sciences Building, Western University, London, N6A 3K7 Canada
| | - Meaghan L. Wunder
- Schulich School of Medicine & Dentistry, Medical Sciences Building, Western University, London, N6A 3K7 Canada
| | - Charys Martin
- Department of Anatomy & Cell Biology, Schulich School of Medicine & Dentistry, Medical Sciences Building, Western University, London, N6A 3K7 Canada
| |
Collapse
|
208
|
Bölek KA, De Jong G, Henssen D. The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis. Sci Rep 2021; 11:15292. [PMID: 34315955 PMCID: PMC8316386 DOI: 10.1038/s41598-021-94721-4] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 07/12/2021] [Indexed: 12/16/2022] Open
Abstract
The use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on learning outcome varies in different studies and an overview and aggregated outcome on learning anatomy is lacking. Therefore, a meta-analysis on the effect of AR vs. traditional anatomical teaching methods on learning outcome was performed. Systematic database searches were conducted by two independent investigators using predefined inclusion and exclusion criteria. This yielded five papers for meta-analysis totaling 508 participants; 240 participants in the AR-groups and 268 participants in the control groups. (306 females/202 males). Meta-analysis showed no significant difference in anatomic test scores between the AR group and the control group (- 0.765 percentage-points (%-points); P = 0.732). Sub analysis on the use of AR vs. the use of traditional 2D teaching methods showed a significant disadvantage when using AR (- 5.685%-points; P = 0.024). Meta-regression analysis showed no significant co-relation between mean difference in test results and spatial abilities (as assessed by the mental rotations test scores). Student motivation and/or engagement could not be included since studies used different assessment tools. This meta-analysis showed that insufficient evidence is present to conclude AR significantly impacts learning outcome and that outcomes are significantly impacted by students' spatial abilities. However, only few papers were suitable for meta-analysis, indicating that there is a need for more well-designed, randomized-controlled trials on AR in anatomy education research.
Collapse
Affiliation(s)
- Kerem A Bölek
- Department of Medical Imaging, Radboud University Medical Center, Geert Grooteplein Noord 21, 6525 EZ, Nijmegen, The Netherlands
| | - Guido De Jong
- Radboudumc 3D Lab, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Dylan Henssen
- Department of Medical Imaging, Radboud University Medical Center, Geert Grooteplein Noord 21, 6525 EZ, Nijmegen, The Netherlands.
- Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Center, Nijmegen, The Netherlands.
| |
Collapse
|
209
|
Peeler J. Efficacy of an intensive 2-week musculoskeletal anatomy course in a medical education setting. Ann Anat 2021; 239:151802. [PMID: 34265385 DOI: 10.1016/j.aanat.2021.151802] [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: 02/18/2021] [Revised: 04/22/2021] [Accepted: 06/25/2021] [Indexed: 11/29/2022]
Abstract
There is little consistency in student contact hours and teaching activities used in medical curriculums across North America, and controversy exists regarding the most efficient or effective way to teach musculoskeletal (MSK) anatomy in medical school. The purpose of this investigation was to retrospectively examine academic performance and levels of course satisfaction among first year medical students who had completed an intensive 2-week MSK anatomy course during the pre-clerkship portion of their Association of Faculties of Medicine in Canada accredited undergraduate medical program. Course data from formative and summative student evaluations, as well as end-of-course satisfaction surveys were analyzed for a homogenous group of 549 first-year medical students over a 5-year period. Data indicated that student's academic performance on both formative and summative evaluations for the 2-week MSK anatomy course were consistently high, and not significantly different from the results for other system-based 1st year anatomy courses delivered over longer durations. Likert data from end-of-course surveys also suggested that student feedback regarding the course was overwhelmingly positive, and that the 2-week MSK anatomy course had the highest level of overall satisfaction when compared to all other first-year anatomy courses. These results can be used to help in the design and implementation of MSK anatomy courses within medical curriculums, and contribute to a growing body of literature which is focused on examining the effect of curricular design on MSK anatomy learning in a medical education setting.
Collapse
Affiliation(s)
- Jason Peeler
- Department of Human Anatomy and Cell Science, University of Manitoba, Winnipeg, Manitoba, Canada; Pan Am Clinic, Winnipeg, Manitoba, Canada.
| |
Collapse
|
210
|
Das S, Al Mushaiqri M. Anatomy Online Teaching During Covid-19 Pandemic: The Need for Responsive Anatomy Learning Ecosystem. ANATOMICAL SCIENCES EDUCATION 2021; 14:428-429. [PMID: 33818915 PMCID: PMC8251033 DOI: 10.1002/ase.2082] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 03/29/2021] [Accepted: 04/01/2021] [Indexed: 05/25/2023]
Affiliation(s)
- Srijit Das
- Department of Human and Clinical AnatomyCollege of Medicine and Health SciencesSultan Qaboos UniversityMuscatSultanate of Oman
| | - Mohamed Al Mushaiqri
- Department of Human and Clinical AnatomyCollege of Medicine and Health SciencesSultan Qaboos UniversityMuscatSultanate of Oman
| |
Collapse
|
211
|
El Sadik A, Al Abdulmonem W. Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning. ANATOMICAL SCIENCES EDUCATION 2021; 14:482-490. [PMID: 32881423 DOI: 10.1002/ase.2015] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 08/04/2020] [Accepted: 08/27/2020] [Indexed: 06/11/2023]
Abstract
One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018-2019) and the traditional group (49 students) of the academic year (2017-2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads.
Collapse
Affiliation(s)
- Abir El Sadik
- Department of Anatomy and Histology, College of Medicine, Qassim University, Qassim, Kingdom of Saudi Arabia
- Department of Anatomy and Embryology, College of Medicine, Cairo University, Cairo, Egypt
| | - Waleed Al Abdulmonem
- Department of Pathology, College of Medicine, Qassim University, Qassim, Kingdom of Saudi Arabia
| |
Collapse
|
212
|
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: 2.0] [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.
Collapse
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
| | | |
Collapse
|
213
|
Baptiste YM. Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid-19 Pandemic. ANATOMICAL SCIENCES EDUCATION 2021; 14:399-407. [PMID: 33961346 PMCID: PMC8239895 DOI: 10.1002/ase.2098] [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: 03/22/2021] [Revised: 04/29/2021] [Accepted: 05/03/2021] [Indexed: 05/21/2023]
Abstract
This article explores the effects of the coronavirus disease 2019 (Covid-19) pandemic on the evolution of both physical and digital cadavers within the unique ecosystem of the anatomy laboratory. A physical cadaver is a traditional and established learning tool in anatomy education, whereas a digital cadaver is a relatively recent phenomenon. The Covid-19 pandemic presented a major disturbance and disruption to all levels and types of education, including anatomy education. This article constructs a conceptual metaphor between a typical anatomy laboratory and an ecosystem, and considers the affordances, constraints, and changing roles of physical and digital cadavers within anatomy education through an ecological lens. Adaptation of physical and digital cadavers during the disturbance is analyzed, and the resiliency of digital cadaver technology is recognized. The evolving role of the digital cadaver is considered in terms of increasing accessibility and inclusivity within the anatomy laboratory ecosystem of the future.
Collapse
Affiliation(s)
- Yvonne M. Baptiste
- Division of Science, Health, and MathematicsNiagara County Community CollegeSanbornNew York
- Curriculum, Instruction, and the Science of Learning PhD ProgramState University of New York at BuffaloBuffaloNew York
| |
Collapse
|
214
|
Štrkalj G, Pather N. Beyond the Sex Binary: Toward the Inclusive Anatomical Sciences Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:513-518. [PMID: 32735387 DOI: 10.1002/ase.2002] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2019] [Revised: 07/14/2020] [Accepted: 07/17/2020] [Indexed: 06/11/2023]
Abstract
Developments in biology and genetics in recent decades have caused significant shifts in the understanding and conceptualization of human biological variation. Humans vary biologically in different ways, including individually, due to age, ancestry, and sex. An understanding of the complexities of all levels of biological variation is necessary for efficient health care delivery. Important steps in teaching medical students about human variation could be carried out in anatomy classes, and thus, it is important that anatomical education absorbs new developments in how biological variation is comprehended. Since the early 1990s biological sex in humans has been vigorously investigated by scientists, social scientists, and interest groups. Consequently, the binary division in male and female sex has been called into question and a more fluid understanding of sex has been proposed. Some of the major textbooks teach anatomy, particularly of the urogenital system, as a male-female binary. Anatomical sciences curricula need to adopt a more current approach to sex including the introduction of the category of "intersex"/"differences in sexual development" and present sex as a continuum rather than two sharply divided sets of characteristics. This approach offers a better understanding of the complexity of sex differences and, at the same time, provides students with an improved theoretical framework for understanding human variation in general, transcending the limitations of biological typology. When well delivered, the non-binary approach could play a significant contribution to the formation of competent and responsible medical practitioners and avoidance of problematic practices such as non-consensual "normalizing" surgeries.
Collapse
Affiliation(s)
- Goran Štrkalj
- Department of Anatomy, Faculty of Medicine, The University of New South Wales, Sydney, Australia
| | - Nalini Pather
- Department of Anatomy, Faculty of Medicine, The University of New South Wales, Sydney, Australia
| |
Collapse
|
215
|
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: 2.3] [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.
Collapse
Affiliation(s)
| | - Sarah Beth Channon
- Department of Comparative Biomedical Sciences, The Royal Veterinary College, London, United Kingdom
| |
Collapse
|
216
|
Arráez-Aybar LA, García-Mata R, Murillo-González JA, de-la-Cuadra-Blanco C, Gómez-Martínez A, Bueno-López JL. Physicians' viewpoints on faculty anatomists and dissection of human bodies in the undergraduate medical studies. Ann Anat 2021; 238:151786. [PMID: 34153435 DOI: 10.1016/j.aanat.2021.151786] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Revised: 04/17/2021] [Accepted: 06/02/2021] [Indexed: 02/06/2023]
Abstract
BACKGROUND Studies abound regarding the views of faculty anatomists and medical students on the importance of anatomy and the dissection of human bodies, but very little is known about the views of practicing physicians. METHODS A survey was distributed among physicians and surgeons practicing in Spain in order to find out their views on the practice and consequences of human dissection by undergraduate students of medicine. The most relevant definition to qualify faculty anatomists of medical schools was also requested. Responses were repeatedly clustered into characteristic subgroups for analysis. RESULTS In total, 536 physicians and surgeons belonging to 36 different specialties in seven Spanish hospitals responded to the survey. The results highlighted two main facts. Firstly, faculty anatomists were perceived as teachers, above any other professional identity (namely: physician, biologist or scientist); nonetheless, the ascription of identities varied between specialties (p=0.009); and it also depended on whether the respondents had dissected in their undergraduate degree (p=0.03) and on the respondent's gender (p=0.03). Secondly, physicians and surgeons confirmed that dissecting human cadavers serves the undergraduate student not only for acquiring anatomical knowledge, but also essential skills and attitudes, including professionalism. CONCLUSIONS The results strongly suggest that dissection practice should be reinforced and enriched in undergraduate medical school. As this is important in itself, the results of the study could also help with the development of strategies to alleviate the current shortage of adequately trained anatomists for medical degrees.
Collapse
Affiliation(s)
- Luis-A Arráez-Aybar
- Department of Anatomy & Embryology, Faculty of Medicine, Complutense University of Madrid (CUM), Madrid, Spain.
| | | | - Jorge-A Murillo-González
- Department of Anatomy & Embryology, Faculty of Medicine, Complutense University of Madrid (CUM), Madrid, Spain
| | - Crótida de-la-Cuadra-Blanco
- Department of Anatomy & Embryology, Faculty of Medicine, Complutense University of Madrid (CUM), Madrid, Spain
| | - Ana Gómez-Martínez
- Department of Surgery, Thoracic Surgery Service, Hospital Clínico "San Carlos", Madrid, Spain
| | - José Luis Bueno-López
- Department of Neurosciences, School of Medicine and Nursing, The University of the Basque Country (UPV/EHU), Leioa (Biscay), Spain
| |
Collapse
|
217
|
Bin Abdulrahman KA, Jumaa MI, Hanafy SM, Elkordy EA, Arafa MA, Ahmad T, Rasheed S. Students' Perceptions and Attitudes After Exposure to Three Different Instructional Strategies in Applied Anatomy. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:607-612. [PMID: 34113204 PMCID: PMC8186936 DOI: 10.2147/amep.s310147] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Accepted: 05/20/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The advancements of technologies have developed anatomical education into a new era. The study aims to assess medical students' performance and overall satisfaction who used the anatomage table and plastinated specimens for the teaching and learning anatomy courses. METHODS A cross-sectional study was conducted on students of the first-year college of medicine at Imam Mohammad Ibn Saud Islamic University (IMSIU). Students were randomly distributed equally into three groups A, B, and C. All groups were taken two sessions of lectures for one hour each. Each lecture was followed by a practical session of two hours. Group A learned with the "Anatomage" table and Group B learned the same topics on plastinated specimens. Group C was learning on both plastinated specimens and the "Anatomage" table. The objective structured practical examination was given to all students immediately after the practical sessions. A structured questionnaire was given to each group to determine the students' views on the educational methods. RESULTS There was a statistically significant difference between the means of the total scale scores for the three teaching methods, where students expressed a higher attitude towards both strategies for teaching in comparison to the anatomage table and plastinated models for teaching, where the means were 18±4.4, 18.3±4.6, 20.4±5.6, respectively, F=12.6 and P=0.0001. There were higher and positive students' attitudes regarding the five statements in favor of both models teaching compared to anatomage table and plastinated model teaching alone. CONCLUSION The first-year medical students have valued the combination of anatomage table and plastinated prosections in learning and assessing anatomy education at the undergraduate level. The advantages outweigh the limitation of these educational tools.
Collapse
Affiliation(s)
| | - Mohammad I Jumaa
- Anatomy Department, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
- College of Medicine, Al-Azhar University, Assiut, Egypt
| | - Safaa M Hanafy
- Anatomy Department, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Eman A Elkordy
- Anatomy Department, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| | - Mostafa A Arafa
- The Cancer Research Chair, College of Medicine, King Saud University, Riyadh, Saudi Arabia
- High Institute of Public Health, Alexandria University, Alexandria, Egypt
| | - Tauseef Ahmad
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Shahzad Rasheed
- Anatomy Department, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
| |
Collapse
|
218
|
Carroll MA, Tracy-Bee M, McKenzie A. Call for Consistency: the Need to Establish Gross Anatomy Learning Objectives for the Entry-Level Physical Therapist. MEDICAL SCIENCE EDUCATOR 2021; 31:1193-1197. [PMID: 34457963 PMCID: PMC8368694 DOI: 10.1007/s40670-021-01294-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/13/2021] [Indexed: 05/04/2023]
Abstract
A need currently exists for the establishment of anatomy learning objectives for physical therapist education programs. Developing recommended anatomy objectives to serve as a curricular guide may foster more consistent student outcomes while preserving instructional autonomy. These objectives could serve as a vital resource when making decisions during curricular reform or prioritizing and emphasizing the curriculum's anatomic content. We advocate for collaboration amongst anatomy faculty and clinicians to create specific and measurable anatomy learning objectives for the entry-level physical therapist. It is essential that the objectives be peer-reviewed and that they reflect a global consensus.
Collapse
Affiliation(s)
- Melissa A. Carroll
- Division of Healthcare Professions, Doctor of Physical Therapy Program, DeSales University, 2755 Station Avenue, Center Valley, Pennsylvania, PA 18034-9568 USA
| | - Mary Tracy-Bee
- Biology Department, University of Detroit Mercy, Detroit, MI 48221 USA
- Department of Physical Therapy, Oakland University, Rochester, MI 48309 USA
| | - Alison McKenzie
- Department of Physical Therapy, Chapman University, Irvine, CA 92618 USA
- Department of Neurology, University of California, Irvine, CA 92617 USA
| |
Collapse
|
219
|
Dulohery K, Scully D, Longhurst GJ, Stone DM, Campbell T. Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland. Clin Anat 2021; 34:948-960. [PMID: 33998056 PMCID: PMC8239787 DOI: 10.1002/ca.23758] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Accepted: 05/14/2021] [Indexed: 12/23/2022]
Abstract
It is critical that academic opinion of pandemic pedagogy is comprehensively quantified in order to inform future practices. Thus, this study examines how anatomists in the United Kingdom (UK) and Republic of Ireland (ROI) perceive the teaching adaptations made in response to COVID-19, and how these adaptations have impacted their experiences teaching, their online work environment and community. Data was collected via a questionnaire from 24 anatomists across 15 universities in the UK (11) and ROI (4). With regards to teaching, 95.6% of academics have upskilled in new technologies to meet the demands of distance teaching. Academics (95.8%) preferred face-to-face delivery of practical sessions. Most universities (80.0%) reported that practical sessions will continue in a new form that ensures social distancing. However, 50.0% of academics are uncertain if these adaptations will improve student learning. Many anatomists believe that the new adaptations may hinder student-student (66.7%) and student-tutor (45.8%) interactions. Regarding assessment, 52.6% of academics preferred traditional methods to online. Remote online assessment was difficult to protect against collusion, but provided time saving opportunities for academics. Finally, in terms of working environment, 83.3% of academics stated that their workload increased; 54.2% preferred working on site rather than remotely and 79.2% think that staff interactions are better when working on site. These results demonstrate a widespread concern amongst anatomists regarding the pandemic-induced adaptations to teaching, assessment and working environment. However, important opportunities were also identified that could ultimately serve to benefit students and educators alike.
Collapse
Affiliation(s)
- Kate Dulohery
- School of Medicine, University of Sunderland, Sunderland, UK
| | - Deirdre Scully
- Department of Anatomy, Trinity College Dublin, the University of Dublin, School of Medicine, Dublin, Ireland
| | - Georga J Longhurst
- Department of Anatomical Sciences, St. George's, University of London, London, UK
| | - Danya M Stone
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - Thomas Campbell
- School of Medicine, University College Dublin, Dublin, Ireland
| |
Collapse
|
220
|
Totlis T, Tishukov M, Piagkou M, Kostares M, Natsis K. Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anat Cell Biol 2021; 54:332-339. [PMID: 34031272 PMCID: PMC8493018 DOI: 10.5115/acb.21.006] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Revised: 04/08/2021] [Accepted: 04/26/2021] [Indexed: 11/27/2022] Open
Abstract
Aim of the present study was to determine the impact of the COVID-19 outbreak on anatomy teaching to medical and dental students comparing the traditional anatomy teaching with three remote teaching modalities. A cross-sectional study was conducted among undergraduate medical and dental students of the Aristotle University of Thessaloniki. Four hundred and twenty students who attended anatomy classes during COVID-19 outbreak in Greece, were asked to fill in a questionnaire of 22 questions evaluating the formats of the different courses provided. Each student was asked to complete the questionnaire anonymously via the Google Forms® platform. A total of 200 students participated. During the lockdown, 59.5% of students attended all online anatomy lectures compared to 44.5% in the pre-pandemic year. Overall, the higher percentage of 73.5% was satisfied with the traditional anatomy teaching, instead of 56% which were satisfied with the effectiveness of online anatomy lectures. Asking whether any remote educational method can partially or completely replace the traditional anatomy teaching, the majority of students replied “no” for all the three remote modalities. The traditional anatomy teaching remains the most preferred and effective teaching modality. The students ranked online anatomy lectures and pre-recorded anatomy lectures in second place in terms of effectiveness and preference. The development of remote learning methods has increased students’ active participation in anatomy lessons, but significantly negatively affected the students’ performance at exams. Remote learning cannot replace the traditional anatomy teaching method, but online lectures could be incorporated into anatomy curricula as an additional tool.
Collapse
Affiliation(s)
- Trifon Totlis
- Department of Anatomy and Surgical Anatomy, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Maksim Tishukov
- Department of Anatomy and Surgical Anatomy, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Maria Piagkou
- Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece
| | - Michael Kostares
- Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece
| | - Konstantinos Natsis
- Department of Anatomy and Surgical Anatomy, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| |
Collapse
|
221
|
Li P, Zeng B, Chen X, Liu Z, Yang J. Seminar-case learning model improves clinical teaching: a prospective randomized controlled trial. PeerJ 2021; 9:e11487. [PMID: 34055496 PMCID: PMC8141283 DOI: 10.7717/peerj.11487] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Accepted: 04/27/2021] [Indexed: 11/20/2022] Open
Abstract
Purpose The purpose of this research was to assess whether the efficacy of the seminar-case learning model is superior to the traditional lecture-based learning model in the gastroenterology curriculum for first-year graduate students. Materials & Methods This research was a prospective randomized controlled trial that enrolled 92 first-year postgraduate students with a rotation internship in the gastroenterology department. The students were randomly divided into 2 groups and then subjected to an identical version of the curriculum for 8 weeks. The experimental group (n = 50) used the seminar-case learning model, while the control group (n = 42) used the traditional lecture-based learning model. Examinations consisted of a theoretical test and a case analysis test, and anonymous questionnaires were used to assess teaching quality. Results All participants completed the examinations and questionnaires. The average theoretical test score of the experimental group was no statistical significance with that of the control group (P = 0.17). The average case analysis test score of the experimental group was significantly higher than that of the control group (P < 0.05). The indicators of the experimental group’s feedback were better than those of the control group, such that there were significantly higher learning interest and motivation, a better understanding of diseases and knowledge, improvements in clinical thinking and summary ability, and an active classroom atmosphere in the experimental group (P < 0.05). However, students in the experimental group felt more burdensome. Conclusion Compared to the traditional method, the seminar-case learning model showed a higher efficacy. The seminar-case learning model effectively improved students’ outcomes and satisfaction, which helped students narrow the gap between theoretical knowledge and clinical practical application.
Collapse
Affiliation(s)
- Peiyuan Li
- Department of Gastroenterology, The First Affiliated Hospital of University of South China, Hengyang, Hunan, China
| | - Bin Zeng
- Department of Gastroenterology, The First Affiliated Hospital of University of South China, Hengyang, Hunan, China
| | - Xuanmin Chen
- Department of Gastroenterology, The First Affiliated Hospital of University of South China, Hengyang, Hunan, China
| | - Zhifeng Liu
- Department of Otorhinolaryngology, The First Affiliated Hospital of University of South China, Hengyang, Hunan, China
| | - Jing Yang
- Department of Gastroenterology, The First Affiliated Hospital of University of South China, Hengyang, Hunan, China
| |
Collapse
|
222
|
Clinically Applied Anatomy: An Impactful Initiative in the Evolution of Medical Education. Ann Plast Surg 2021; 84:476-480. [PMID: 31977530 DOI: 10.1097/sap.0000000000002216] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE Today, medical education emphasizes clinical applications of anatomic knowledge. In 2014, we instituted Clinically Applied Anatomy (CAA) within first-year Human Gross Anatomy at our university. The course was designed and overseen by academic plastic surgery. We hypothesized CAA would positively impact students' understanding, performance, and interest in human anatomy. METHODS From 2014 to 2018, 13 CAA case-based didactics were integrated into the anatomy curriculum without changing the total anatomy-related student hours; each emphasized the clinical relevance of overlooked (or memorized) anatomic detail. Clinically Applied Anatomy instructors led associated clinical cadaver dissections. Upon course completion, students from each participating class were anonymously surveyed. RESULTS One hundred sixty-four students completed the survey (75% response). Eighty-six percent reported CAA increased mastery of human anatomy, 77% stated CAA improved examination performance, 87% agreed CAA increased interest in anatomy itself, and 96% reported CAA increased their critical thinking of how understanding anatomy affects clinical care. Nearly half (49.4%) responded that CAA increased interest in applying for a procedurally oriented residency. When considering future integration of CAA into the medical school curriculum, 9% of students wanted less CAA, 61% wanted the same, and 30% wanted more. CONCLUSIONS Clinically Applied Anatomy significantly impacts medical students' anatomy education. Currently, 17 CAA faculty from 7 departments/divisions participate in all 26 of our school's anatomy sessions. As per our institution, we advocate this cost-effective and impactful initiative be led by academic plastic surgeons. These clinicians possess broad and specialized anatomic expertise as well as the leadership and interdisciplinary working relationships needed to enroll a multidisciplinary team of clinical educators.
Collapse
|
223
|
Banovac I, Katavić V, Blažević A, Bičanić I, Hladnik A, Kovačić N, Petanjek Z. The anatomy lesson of the SARS-CoV-2 pandemic: irreplaceable tradition (cadaver work) and new didactics of digital technology. Croat Med J 2021. [PMID: 33938657 PMCID: PMC8107989 DOI: 10.3325/cmj.2021.62.173] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022] Open
Abstract
Aim To compare the efficacy of different components of online and contact anatomy classes as perceived by medical students. Methods An anonymous course evaluation survey was conducted at the end of the academic year 2019/2020. The organization of classes due to the SARS-CoV-2 pandemic provided our students with a unique opportunity to compare online and contact classes. Students’ responses were analyzed according to the type of obtained data (ratio, ordinal, and categorical). Results The response rate was 95.58%. Approximately 90% of students found anatomical dissection and practical work in general to be the most important aspect of teaching, which could not be replaced by online learning. During online classes, students missed the most the interaction with other students, followed by the interaction with student teaching assistants and teaching staff. Very few students found contact lectures useful, with most students reporting that they could be replaced with recorded video lectures. In contrast, recorded video lectures were perceived as extremely helpful for studying. Regular weekly quizzes were essential during online classes as they gave students adequate feedback and guided their learning process. Students greatly benefitted from additional course materials and interactive lessons, which were made easily available via e-learning platform. Conclusions Anatomical dissection and interaction during contact classes remain the most important aspects of teaching anatomy. However, online teaching increases learning efficiency by allowing alternative learning strategies and by substituting certain components of contact classes, thus freeing up more time for practical work.
Collapse
Affiliation(s)
| | | | | | | | | | | | - Zdravko Petanjek
- Zdravko Petanjek, Department of Anatomy and Clinical Anatomy and Croatian Institute for Brain Research, University of Zagreb School of Medicine, Šalata 11, 10 000 Zagreb, Croatia,
| |
Collapse
|
224
|
Fournier DE, Groh AMR. A Pilot Study of a Physical Therapy Cadaveric Anatomy Course: Assessing the Impact of Examination Format on the Learning Environment. ANATOMICAL SCIENCES EDUCATION 2021; 14:352-360. [PMID: 32803858 DOI: 10.1002/ase.2011] [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: 08/07/2019] [Revised: 07/20/2020] [Accepted: 07/30/2020] [Indexed: 06/11/2023]
Abstract
Anatomy education continues to evolve in health professional programs as curricula shift to competency-based models and contact hours decrease. These changes in curricula may significantly alter the learning environment for students. Importantly, changes in learning environment have been shown to impact student learning strategies and well-being. It follows, then, that an investigation of students' perceptions of the learning environment is key to understand the impact of modern anatomy curriculum alterations. The current pilot study evaluated the impact of modifying examination format on the learning environment of physical therapy students participating in a human cadaveric anatomy course. Two study cohorts of first year (entry-level) physical therapy students were invited to complete a preliminary learning environment questionnaire with 13 visual analog scale items and four short answer items. One study cohort was tested with a viva (oral) practical examination, and the other, with a bell-ringer practical examination. Analysis of quantitative items revealed two significant findings: physical therapy students in the bell-ringer cohort found it was more difficult to prepare for their examination, and that they had inadequate time to respond to questions compared to the viva cohort. Analysis of qualitative items revealed distinct themes that concerned physical therapy student learning environment specific to cadaveric anatomy. These results demonstrate that examination format can influence the learning environment of physical therapy students studying cadaveric anatomy. As a result, care needs to be taken to ensure that modernized curricula align the examination format to the method of instruction and the future application of students' knowledge in clinical practice.
Collapse
Affiliation(s)
- Dale E Fournier
- Health and Rehabilitation Sciences (Physical Therapy), Faculty of Health Sciences, The University of Western Ontario, London, Ontario, Canada
| | - Adam M R Groh
- Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Ontario, Canada
| |
Collapse
|
225
|
Roxburgh M, Evans DJR. Assessing Anatomy Education: A Perspective from Design. ANATOMICAL SCIENCES EDUCATION 2021; 14:277-286. [PMID: 33544967 DOI: 10.1002/ase.2060] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2020] [Revised: 01/26/2021] [Accepted: 02/01/2021] [Indexed: 06/12/2023]
Abstract
Medical and healthcare practice is likely to see fundamental changes in the future that will require a different approach to the way in which we educate, train, and assess the next generation of healthcare professionals. The anatomical sciences will need to be part of that challenge so they continue to play a full role in preparing students with the knowledge and ever increasingly the skills and competencies that will contribute to the fundamentals of their future capacity to practice effectively. Although there have been significant advances in anatomical science pedagogy, by reviewing learning and assessment in an apparently unrelated field, provides an opportunity to bring a different perspective and enable appropriate challenge of the current approaches in anatomy. Design learning has had to continually reimagine itself in response to the shifting landscape in design practice and the threats associated with technology and societal change. Design learning has also long used a student-centric active pedagogy and allied authentic assessment methods and, therefore, provides an ideal case study to help inform future changes required in anatomical learning and assessment.
Collapse
Affiliation(s)
- Mark Roxburgh
- School of Creative Industries, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Darrell J R Evans
- School of Medicine and Public Health, The University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| |
Collapse
|
226
|
Evans DJR. Assessing the Wider Outcomes of Anatomy Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:275-276. [PMID: 33768720 DOI: 10.1002/ase.2076] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Accepted: 03/22/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Darrell J R Evans
- School of Medicine and Public Health, The University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| |
Collapse
|
227
|
Moro C, Birt J, Stromberga Z, Phelps C, Clark J, Glasziou P, Scott AM. Virtual and Augmented Reality Enhancements to Medical and Science Student Physiology and Anatomy Test Performance: A Systematic Review and Meta-Analysis. ANATOMICAL SCIENCES EDUCATION 2021; 14:368-376. [PMID: 33378557 DOI: 10.1002/ase.2049] [Citation(s) in RCA: 53] [Impact Index Per Article: 17.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2020] [Revised: 12/18/2020] [Accepted: 12/24/2020] [Indexed: 05/24/2023]
Abstract
Virtual and augmented reality have seen increasing employment for teaching within medical and health sciences programs. For disciplines such as physiology and anatomy, these technologies may disrupt the traditional modes of teaching and content delivery. The objective of this systematic review and meta-analysis is to evaluate the impact of virtual reality or augmented reality on knowledge acquisition for students studying preclinical physiology and anatomy. The protocol was submitted to Prospero and literature search undertaken in PubMed, Embase, ERIC, and other databases. Citations were reviewed and articles published in full assessing learning or knowledge acquisition in preclinical physiology and anatomy from virtual or augmented reality were included. Of the 919 records found, 58 eligible articles were reviewed in full-text, with 8 studies meeting full eligibility requirements. There was no significant difference in knowledge scores from combining the eight studies (626 participants), with the pooled difference being a non-significant increase of 2.9 percentage points (95% CI [-2.9; 8.6]). For the four studies comparing virtual reality to traditional teaching, the pooled treatment effect difference was 5.8 percentage points (95% CI [-4.1; 15.7]). For the five studies comparing augmented reality to traditional teaching, the pooled treatment effect difference was 0.07 (95% CI [-7.0; 7.2]). Upon review of the literature, it is apparent that educators could benefit from adopting assessment processes that evaluate three-dimensional spatial understanding as a priority in physiology and anatomy. The overall evidence suggests that although test performance is not significantly enhanced with either mode, both virtual and augmented reality are viable alternatives to traditional methods of education in health sciences and medical courses.
Collapse
Affiliation(s)
- Christian Moro
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - James Birt
- Faculty of Society and Design, Bond University, Gold Coast, Queensland, Australia
| | - Zane Stromberga
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - Charlotte Phelps
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - Justin Clark
- Institute for Evidence-Based Healthcare, Bond University, Gold Coast, Queensland, Australia
| | - Paul Glasziou
- Institute for Evidence-Based Healthcare, Bond University, Gold Coast, Queensland, Australia
| | - Anna Mae Scott
- Institute for Evidence-Based Healthcare, Bond University, Gold Coast, Queensland, Australia
| |
Collapse
|
228
|
Anatomia Radiológica Vascular e desenvolvimento de plataformas de ensino interativo. SCIENTIA MEDICA 2021. [DOI: 10.15448/1980-6108.2021.1.36944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
Anatomia e Radiologia são disciplinas amplamente presentes nas grades curriculares de cursos da área da saúde. A interseção entre a Anatomia Radiológica e as tecnologias recentes, como plataformas de ensino interativo, caracteriza-se como uma tendência a ser seguida na esfera educacional, sendo as implicações desse processo ainda não muito debatidas. O Departamento de Anatomia da Universidade Federal de Juiz de Fora iniciou o desenvolvimento de um atlas de anatomia vascular radiológica, o qual apresenta versões impressa e interativa. Possui imagens de angiotomografias computadorizadas feitas em aparelhos multislice de 16 a 128 canais, sendo as imagens de arquivo pessoal dos organizadores. O atlas promove a identificação das estruturas vasculares em questão e propicia a integração do conhecimento adquirido em salas de aula com a visualização de exames de imagem complementares rotineiros. A indiscutível presença de exames de imagem adicionais na rotina dos profissionais da saúde atuais faz com que seja válida a estratégia de integração entre o método tradicional de ensino e as práticas ativas de aprendizagem, as quais vêm ganhando destaque recentemente, devido a sua efetividade na fixação de conhecimentos.
Collapse
|
229
|
Initiating Students' Reflections on Life's Passing in the Anatomy Course - an International Observation at 14 Universities. Ann Anat 2021; 237:151741. [PMID: 33892095 DOI: 10.1016/j.aanat.2021.151741] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Revised: 03/23/2021] [Accepted: 03/24/2021] [Indexed: 11/23/2022]
Abstract
BACKGROUND Medical and dental students' feelings and thoughts about the topic of death and life's passing are often associated with learning in the gross anatomy course, when students begin working with a deceased body donor in order to study human anatomy. Little is known of whether the format of anatomy teaching has an impact on these experiences. An observational study was performed to capture the initiation of students' sentiments on the topic of life's passing during the anatomy course at 14 international universities, identify common themes regarding these thoughts, and to study the connection to variations in anatomy course formats and included elements. METHOD Preclinical anatomy students reflected on one question (i.e., "How did your experience in the anatomy laboratory bring about your reflections on the meaning of life and human existence as well as the sanctity of one's passing?"). Written assignments were collected and anonymously coded. Information on anatomy courses was obtained via faculty questionnaires. RESULT A variety of themes were identified at the different schools, correlated with different anatomy formats and elements. Results indicate that the courses that offer hands-on cadaveric dissections may play an important role in triggering these sentiments. DISCUSSION The initiation of students' sentiments about the topic of death varies and includes several themes. There can be a connection to the way anatomy is taught, particularly if hands-on comprehensive cadaveric dissection or prosections are included. CONCLUSION In summary, anatomy courses can initiate students' thinking about life's passing - particularly in schools that offer hands-on cadaveric dissections or prosections.
Collapse
|
230
|
Little WB, Dezdrobitu C, Conan A, Artemiou E. Is Augmented Reality the New Way for Teaching and Learning Veterinary Cardiac Anatomy? MEDICAL SCIENCE EDUCATOR 2021; 31:723-732. [PMID: 34457922 PMCID: PMC8368292 DOI: 10.1007/s40670-021-01260-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/01/2021] [Indexed: 06/13/2023]
Abstract
Strong understanding of cardiac anatomy and function are essential components of veterinary medical education; however, the heart is considered challenging to comprehend due to its complexity. This study introduced and assessed a new learning resource, the IVALA® augmented reality (AR) heart program in a cohort of pre-veterinary students. Students were randomly divided into traditional textbook learning and AR learning groups. All students underwent a pre- and post-intervention testing assessing baseline cardiac anatomy knowledge, as well as pre-intervention evaluation of inherent spatial awareness. Teaching and learning included a 60-min cadaveric learning experience guided by either traditional learning resources or the IVALA® program. All students completed a participant survey about their learning experiences. Seventy-four students (36 in the control, and 38 in the IVALA® group) participated in the research. Overall, students improved in cardiac knowledge by an average of 24.5% after intervention regardless of study methodology. No significant difference in post-test improvement was noted between the two groups. On a 20-question assessment, students in the IVALA® group improved by an average of 4.9 questions correct over their pre-intervention test, and the control group improved by an average of 4.8 questions (p = 0.9). A positive correlation was found between spatial awareness scores and post-test improvement regardless of cohort group (p = 0.03). Sixty-two individuals (83.8%) completing the participant survey reported an overwhelming preference for learning with AR compared to traditional methods. This study illustrates student preference of IVALA® program in learning anatomy of the heart and supports its use is as effective as traditional methods of teaching with the benefit of increased enthusiasm and engagement. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01260-8.
Collapse
Affiliation(s)
- W. Brady Little
- School of Veterinary Medicine, Ross University, St. Kitts, Basseterre, West Indies USA
| | - Cristian Dezdrobitu
- School of Veterinary Medicine, Ross University, St. Kitts, Basseterre, West Indies USA
| | - Anne Conan
- School of Veterinary Medicine, Ross University, St. Kitts, Basseterre, West Indies USA
| | - Elpida Artemiou
- School of Veterinary Medicine, Ross University, St. Kitts, Basseterre, West Indies USA
| |
Collapse
|
231
|
Chumbley SD, Devaraj VS, Mattick K. An Approach to Economic Evaluation in Undergraduate Anatomy Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:171-183. [PMID: 32745338 DOI: 10.1002/ase.2008] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2020] [Revised: 07/22/2020] [Accepted: 07/25/2020] [Indexed: 06/11/2023]
Abstract
Medical education research is becoming increasingly concerned with the value (defined as "educational outcomes per dollar spent") of different teaching approaches. However, the financial costs of various approaches to teaching anatomy are under-researched, making evidence-based comparisons of the value of different teaching approaches impossible. Therefore, the aims of this study were to report the cost of six popular anatomy teaching methods through a specific, yet generalizable approach, and to demonstrate a process in which these results can be used in conjunction with existing effectiveness data to undertake an economic evaluation. A cost analysis was conducted to report the direct and indirect costs of six anatomy teaching methods, using an established approach to cost-reporting. The financial information was then combined with previously published information about the effectiveness of these six teaching methods in increasing anatomy knowledge, thereby demonstrating how estimations of value can be made. Dissection was reported as the most expensive teaching approach and computer aided instruction/learning (CAI/L) was the least, based on an estimation of total cost per student per year and assuming a student cohort size of just over 1,000 (the United Kingdom average). The demonstrated approach to economic evaluation suggested computer aided instruction/learning as the approach that provided the most value, in terms of education outcomes per dollar spent. The study concludes by suggesting that future medical education research should incorporate substantially greater consideration of cost, in order to draw important conclusions about value for learners.
Collapse
Affiliation(s)
- Samuel D Chumbley
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Devon, United Kingdom
| | - Vikram S Devaraj
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Devon, United Kingdom
| | - Karen Mattick
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Devon, United Kingdom
| |
Collapse
|
232
|
Chytas D, Salmas M, Piagkou M, Johnson EO. Decline of Cadaveric Dissection in Anatomy Education During the Covid-19 Pandemic: Can it Affect Future Surgeons' Competency? ANATOMICAL SCIENCES EDUCATION 2021; 14:166-168. [PMID: 33369109 DOI: 10.1002/ase.2043] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 12/18/2020] [Accepted: 12/19/2020] [Indexed: 06/12/2023]
Affiliation(s)
- Dimitrios Chytas
- Department of Anatomy, School of Medicine, European University of Cyprus, Nicosia, Cyprus
| | - Marios Salmas
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Maria Piagkou
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Elizabeth O Johnson
- Department of Anatomy, School of Medicine, European University of Cyprus, Nicosia, Cyprus
- Dean's Office, School of Medicine, European University of Cyprus, Nicosia, Cyprus
| |
Collapse
|
233
|
Tucker RP, Anderson H. Dissection Experience and Performance on a Human Gross Anatomy Written Examination: Lessons Learned During the Covid-19 Pandemic. ANATOMICAL SCIENCES EDUCATION 2021; 14:169-170. [PMID: 33351270 DOI: 10.1002/ase.2044] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 12/18/2020] [Accepted: 12/19/2020] [Indexed: 06/12/2023]
Affiliation(s)
- Richard P Tucker
- Department of Cell Biology and Human Anatomy, School of Medicine, University of California at Davis, Davis, California
| | - Hana Anderson
- Department of Cell Biology and Human Anatomy, School of Medicine, University of California at Davis, Davis, California
| |
Collapse
|
234
|
Duncan-Vaidya EA, Stevenson EL. The Effectiveness of an Augmented Reality Head-Mounted Display in Learning Skull Anatomy at a Community College. ANATOMICAL SCIENCES EDUCATION 2021; 14:221-231. [PMID: 32583577 DOI: 10.1002/ase.1998] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Revised: 06/16/2020] [Accepted: 06/17/2020] [Indexed: 06/11/2023]
Abstract
Despite an increase in the use of technology in undergraduate anatomy education, and the rising popularity of online anatomy courses at community colleges in the United States, there have been no reports on the efficacy of augmented reality on anatomy education in this population. The purpose of this study was to test the hypothesis that augmented reality is an effective and engaging tool for learning anatomy in community college students. Participants recruited from Cuyahoga Community College (Cleveland, OH) studied skull anatomy using either traditional tools (i.e., textbook and plastic skull model) or an augmented reality head-mounted display with an interactive virtual skull application. Comparison of knowledge before and following the study period revealed that augmented reality was an effective tool for learning skull anatomy: pre-quiz = 32.7% (± 25.2); mean (± SD), post-quiz = 61.8% (± 19.5); n = 15; t(28) = 3.53; P = 0.001. The traditional tools were equally effective: pre-quiz = 44.9 % (± 18.6), post-quiz = 67.9 % (± 17.3); n = 17; t(32) = 3.73; P = 0.0007. Students rated the augmented reality device as 9.6 (± 1.0); mean (± SD) when asked if it fit the statement "fun to use" on a semantic differential scale from 1 (poor) to 10 (excellent). In conclusion, this study found that augmented reality is an effective and engaging tool for the instruction of skull anatomy at a community college.
Collapse
Affiliation(s)
| | - Erica L Stevenson
- Department of Biology, Cuyahoga Community College - Westshore Campus, Cleveland, Ohio
| |
Collapse
|
235
|
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: 1.3] [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.
Collapse
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
| |
Collapse
|
236
|
Evans DJR, Pawlina W. Effects of Covid-19: The Need to Assess the Real Value of Anatomy Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:129-131. [PMID: 33547880 PMCID: PMC8013589 DOI: 10.1002/ase.2061] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Affiliation(s)
- Darrell J. R. Evans
- School of Medicine and Public HealthThe University of NewcastleCallaghanNew South WalesAustralia
- Faculty of Medicine, Nursing and Health SciencesMonash UniversityClaytonVictoriaAustralia
| | - Wojciech Pawlina
- Department of Clinical Anatomy, Mayo Clinic College of Medicine and ScienceMayo ClinicRochesterMinnesota
| |
Collapse
|
237
|
Huynh N, Burgess A, Wing L, Mellis C. Anatomy by Whole Body Dissection as an Elective: Student Outcomes. JOURNAL OF SURGICAL EDUCATION 2021; 78:492-501. [PMID: 32958420 DOI: 10.1016/j.jsurg.2020.07.041] [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: 12/17/2019] [Revised: 06/24/2020] [Accepted: 07/25/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Anatomy education has long been considered fundamental to the medical profession. Recently, Australasian medical schools have favored prosected human material, models and medical imaging in their anatomy curriculum with only 3 medical schools offering whole-body dissection. The aim of this study was to explore the knowledge acquisition and perceptions of an elective anatomy by whole body dissection (AWBD) course for senior medical students. METHODS In the 2017 AWBD course, 53 self-selected senior medical students carried out dissections over an 8-week period. Students were assessed via true/false questions and practical tests involving the identification of structures on anatomical images at precourse, mid-course and end-course. In addition, at completion of the course, students completed a questionnaire using a 5-point Likert scale and 2 open-ended questions. Quantitative data analysis was conducted on test scores and questionnaire data using a paired-sample t-test and descriptive statistics. Qualitative data were coded and categorised into themes. RESULTS There was a significant improvement (p < 0.0001) in student test scores from pre-course (mean 34.1 ± 12.9%) to mid-course (mean 74.8 ± 9.4%) and end-course (mean 75.4 ± 9.8%). Analysis of the questionnaire data showed strongly favorable perceptions of the course, highlighting dissection, complemented by Structure, Clinical, Objective-Referenced, Problem-Based, Integrated and Organized (SCORPIO) teaching, frequent testing and senior surgeon supervision as beneficial teaching methods. CONCLUSIONS Dissecting in small groups has been shown to be an effective part of anatomy learning. Our study suggests complementary teaching methods as possible augmenters to a well-structed, small group AWBD course. We have presented a framework suitable for an intensive AWBD course within medical curricula, that was valued by participants, and improved students' knowledge of anatomy.
Collapse
Affiliation(s)
- Nguyen Huynh
- Faculty of Medicine and Health, the University of Sydney School of Medicine, The University of Sydney, Sydney, New South Wales, Australia.
| | - Annette Burgess
- Faculty of Medicine and Health, The University of Sydney School of Medicine - Education Office, The University of Sydney, Sydney, New South Wales, Australia
| | - Lindsay Wing
- Division of Surgery, Faculty of Medicine and Health, University of Sydney School of Medicine, The University of Sydney, Sydney, New South Wales, Australia
| | - Craig Mellis
- Faculty of Medicine and Health, The University of Sydney School of Medicine - Education Office, The University of Sydney, Sydney, New South Wales, Australia; Faculty of Medicine and Health, The University of Sydney School of Medicine - Central, The University of Sydney, Sydney, New South Wales, Australia
| |
Collapse
|
238
|
Chytas D, Piagkou M, Natsis K. Outcomes of the implementation of game-based anatomy teaching approaches: An overview. Morphologie 2021; 106:8-14. [PMID: 33642181 DOI: 10.1016/j.morpho.2021.02.001] [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: 12/29/2020] [Revised: 02/01/2021] [Accepted: 02/02/2021] [Indexed: 11/30/2022]
Abstract
OBJECTIVE We aimed to investigate to what extent the literature supports that game-based learning (gamification) could play a significant role in anatomy education. MATERIALS AND METHODS PubMed, Education Resources Information Center and Cochrane Databases were searched for papers with purpose to investigate the educational outcomes of game-based anatomy learning. We extracted from each paper the number of participants, type of study (comparative or not), level of evidence according to Kirkpatrick hierarchy, possible evaluation of statistical significance, method which was implemented, academic performance of participants after the educational intervention, perceptions about the effectiveness of game-based approach and its impact on motivation to learn. RESULTS Eight papers were included. Six of them were comparative, comprised assessment of students' examinations results and showed that those results were generally improved after exposure to game-based methods, in comparison with non-game-based ones. There is lack of evidence that the intensity of competition is correlated with the educational outcomes and that game-based approaches motivate students to a greater extent in comparison with other teaching methods. CONCLUSION Game-based methods could obtain a remarkable supplemental role in the blended learning approach, which is applied by anatomy educators. Further research is needed to shed light on the characteristics of game-based methods which are more useful and should be adopted.
Collapse
Affiliation(s)
- D Chytas
- Department of Anatomy, National School of Public Health, University of West Attica, 196, Alexandras Avenue, 11521 Athens, Greece.
| | - M Piagkou
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias Str., 11527 Athens, Greece
| | - K Natsis
- Department of Anatomy and Surgical Anatomy, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| |
Collapse
|
239
|
Newman HJ, Meyer AJ, Carr SE. Neuroanatomy Teaching in Australian and New Zealand Medical Schools. World Neurosurg 2021; 149:e217-e224. [PMID: 33610865 DOI: 10.1016/j.wneu.2021.02.048] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Revised: 02/11/2021] [Accepted: 02/11/2021] [Indexed: 01/25/2023]
Abstract
BACKGROUND Graduate doctors' knowledge of central and peripheral nervous system anatomy is below an acceptable level. New technologies have been introduced to enhance education in the context of integrated curricula and reduced anatomy teaching hours in medical schools. However, it is unknown how varied this instruction has become between universities. This mixed methods study aimed to describe neuroanatomy teaching in medicine across Australia and New Zealand. METHODS An electronic survey was sent to Australian (n = 22) and New Zealand (n = 2) medical schools, endorsed by the Royal Australasian College of Surgeons. Academics were asked to comment on the course, content, instruction, and assessment of neuroanatomy for the 2019 academic year. RESULTS Ninety-two percent (22/24) of medical schools responded. Neuroanatomy content and instructional methodology was highly variable between institutions. The average time dedicated to teaching neuroanatomy was 46.0 hours (±38.1) with a range of 12-160 hours. Prosections (77%) and models (77%) were used at most universities. Dissection was utilized at 13 of 22 (59%) universities. Incorporation of new technologies was highly variable, the most common being 3-dimensional software (59%) and eBook (55%). Adoption of any virtual reality technologies was low (36%). Seven universities used an established curriculum (29%), whereas most did not (61%). Academics indicated anxiety and motivation were key elements of student engagement. CONCLUSIONS Results demonstrate widespread heterogeneity in the way neuroanatomy is taught to medical students. A standardized curriculum may improve collaboration between universities and facilitate translation of future research in the area into practice.
Collapse
Affiliation(s)
- Hamish J Newman
- School of Human Sciences, The University of Western Australia, Perth, Western Australia; School of Allied Health, Health Professions Education, The University of Western Australia, Perth, Western Australia.
| | - Amanda J Meyer
- School of Human Sciences, The University of Western Australia, Perth, Western Australia
| | - Sandra E Carr
- School of Allied Health, Health Professions Education, The University of Western Australia, Perth, Western Australia
| |
Collapse
|
240
|
Yeung AWK, Tosevska A, Klager E, Eibensteiner F, Laxar D, Stoyanov J, Glisic M, Zeiner S, Kulnik ST, Crutzen R, Kimberger O, Kletecka-Pulker M, Atanasov AG, Willschke H. Virtual and Augmented Reality Applications in Medicine: Analysis of the Scientific Literature. J Med Internet Res 2021; 23:e25499. [PMID: 33565986 PMCID: PMC7904394 DOI: 10.2196/25499] [Citation(s) in RCA: 93] [Impact Index Per Article: 31.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Revised: 12/08/2020] [Accepted: 01/16/2021] [Indexed: 02/07/2023] Open
Abstract
BACKGROUND Virtual reality (VR) and augmented reality (AR) have recently become popular research themes. However, there are no published bibliometric reports that have analyzed the corresponding scientific literature in relation to the application of these technologies in medicine. OBJECTIVE We used a bibliometric approach to identify and analyze the scientific literature on VR and AR research in medicine, revealing the popular research topics, key authors, scientific institutions, countries, and journals. We further aimed to capture and describe the themes and medical conditions most commonly investigated by VR and AR research. METHODS The Web of Science electronic database was searched to identify relevant papers on VR research in medicine. Basic publication and citation data were acquired using the "Analyze" and "Create Citation Report" functions of the database. Complete bibliographic data were exported to VOSviewer and Bibliometrix, dedicated bibliometric software packages, for further analyses. Visualization maps were generated to illustrate the recurring keywords and words mentioned in the titles and abstracts. RESULTS The analysis was based on data from 8399 papers. Major research themes were diagnostic and surgical procedures, as well as rehabilitation. Commonly studied medical conditions were pain, stroke, anxiety, depression, fear, cancer, and neurodegenerative disorders. Overall, contributions to the literature were globally distributed with heaviest contributions from the United States and United Kingdom. Studies from more clinically related research areas such as surgery, psychology, neurosciences, and rehabilitation had higher average numbers of citations than studies from computer sciences and engineering. CONCLUSIONS The conducted bibliometric analysis unequivocally reveals the versatile emerging applications of VR and AR in medicine. With the further maturation of the technology and improved accessibility in countries where VR and AR research is strong, we expect it to have a marked impact on clinical practice and in the life of patients.
Collapse
Affiliation(s)
- Andy Wai Kan Yeung
- Oral and Maxillofacial Radiology, Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China.,Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
| | - Anela Tosevska
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria.,Department of Molecular, Cell and Developmental Biology, University of California Los Angeles, Los Angeles, CA, United States
| | - Elisabeth Klager
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
| | - Fabian Eibensteiner
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria.,Division of Pediatric Nephrology and Gastroenterology, Department of Pediatrics and Adolescent Medicine, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Daniel Laxar
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
| | | | - Marija Glisic
- Swiss Paraplegic Research, Nottwil, Switzerland.,Institute of Social and Preventive Medicine, University of Bern, Bern, Switzerland
| | - Sebastian Zeiner
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University Vienna, Vienna, Austria
| | - Stefan Tino Kulnik
- Ludwig Boltzmann Institute for Digital Health and Prevention, Salzburg, Austria
| | - Rik Crutzen
- Ludwig Boltzmann Institute for Digital Health and Prevention, Salzburg, Austria.,Department of Health Promotion, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands
| | - Oliver Kimberger
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria.,Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University Vienna, Vienna, Austria
| | - Maria Kletecka-Pulker
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria.,Institute for Ethics and Law in Medicine, University of Vienna, Vienna, Austria
| | - Atanas G Atanasov
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria.,Institute of Genetics and Animal Biotechnology of the Polish Academy of Sciences, Jastrzebiec, Poland.,Institute of Neurobiology, Bulgarian Academy of Sciences, Sofia, Bulgaria.,Department of Pharmacognosy, University of Vienna, Vienna, Austria
| | - Harald Willschke
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria.,Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University Vienna, Vienna, Austria
| |
Collapse
|
241
|
Alexander SM, Pogson KB, Friedman VE, Corley JL, Hipolito Canario DA, Johnson CS. Ultrasound as a Learning Tool in Bachelor-Level Anatomy Education. MEDICAL SCIENCE EDUCATOR 2021. [PMID: 33262901 DOI: 10.1007/s40670-020-01170-1/figures/2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
Point of care ultrasound (POCUS) has become an increasingly common diagnostic tool in the clinical environment. As a result, it is being used earlier for medical students in Undergraduate Medical Education (UME) as a learning tool for the basic sciences including gross anatomy. There is little literature, however, to support its utility for basic science education in students currently seeking a bachelor's degree. This study consisted of fourteen currently enrolled bachelor students with previous instruction in human anatomy and physiology. Students participated in an ultrasound didactic and an interactive ultrasound experience with volunteers. Before and after this session, students were asked to complete an assessment measuring their spatial understanding of the human anatomy and their ability to locate structures using ultrasound. Wilcoxon's signed-rank tests comparing assessment scores showed significant improvement on both portions of the assessment. Based on this improvement, we suggest that ultrasound is a valid educational tool which can be used at the bachelor-level to effectively enhance students' learning of anatomy and provide hands on experience with modern technology. Further research with larger samples will be necessary to determine whether it would supplement or replace more traditional teaching modalities.
Collapse
Affiliation(s)
- Seth M Alexander
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
- UNC School of Medicine, University of North Carolina at Chapel Hill, Bondurant Hall, CB 9535, Chapel Hill, NC 27599-3280 USA
| | - Kaylyn B Pogson
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
- UNC School of Medicine, University of North Carolina at Chapel Hill, Bondurant Hall, CB 9535, Chapel Hill, NC 27599-3280 USA
| | - Vince E Friedman
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
| | - Janine L Corley
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
| | - Diego A Hipolito Canario
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
- UNC School of Medicine, University of North Carolina at Chapel Hill, Bondurant Hall, CB 9535, Chapel Hill, NC 27599-3280 USA
| | - Corey S Johnson
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
| |
Collapse
|
242
|
Alexander SM, Pogson KB, Friedman VE, Corley JL, Hipolito Canario DA, Johnson CS. Ultrasound as a Learning Tool in Bachelor-Level Anatomy Education. MEDICAL SCIENCE EDUCATOR 2021; 31:193-196. [PMID: 33262901 PMCID: PMC7688295 DOI: 10.1007/s40670-020-01170-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/20/2020] [Indexed: 05/28/2023]
Abstract
Point of care ultrasound (POCUS) has become an increasingly common diagnostic tool in the clinical environment. As a result, it is being used earlier for medical students in Undergraduate Medical Education (UME) as a learning tool for the basic sciences including gross anatomy. There is little literature, however, to support its utility for basic science education in students currently seeking a bachelor's degree. This study consisted of fourteen currently enrolled bachelor students with previous instruction in human anatomy and physiology. Students participated in an ultrasound didactic and an interactive ultrasound experience with volunteers. Before and after this session, students were asked to complete an assessment measuring their spatial understanding of the human anatomy and their ability to locate structures using ultrasound. Wilcoxon's signed-rank tests comparing assessment scores showed significant improvement on both portions of the assessment. Based on this improvement, we suggest that ultrasound is a valid educational tool which can be used at the bachelor-level to effectively enhance students' learning of anatomy and provide hands on experience with modern technology. Further research with larger samples will be necessary to determine whether it would supplement or replace more traditional teaching modalities.
Collapse
Affiliation(s)
- Seth M. Alexander
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
- UNC School of Medicine, University of North Carolina at Chapel Hill, Bondurant Hall, CB 9535, Chapel Hill, NC 27599-3280 USA
| | - Kaylyn B. Pogson
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
- UNC School of Medicine, University of North Carolina at Chapel Hill, Bondurant Hall, CB 9535, Chapel Hill, NC 27599-3280 USA
| | - Vince E. Friedman
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
| | - Janine L. Corley
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
| | - Diego A. Hipolito Canario
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
- UNC School of Medicine, University of North Carolina at Chapel Hill, Bondurant Hall, CB 9535, Chapel Hill, NC 27599-3280 USA
| | - Corey S. Johnson
- Department of Biology, University of North Carolina at Chapel Hill, Coker Hall, CB 3280, Chapel Hill, NC 27599-3280 USA
| |
Collapse
|
243
|
Savoldi F, Yeung AWK, Tanaka R, Mohammad Zadeh LS, Montalvao C, Bornstein MM, Tsoi JKH. Dry Skulls and Cone Beam Computed Tomography (CBCT) for Teaching Orofacial Bone Anatomy to Undergraduate Dental Students. ANATOMICAL SCIENCES EDUCATION 2021; 14:62-70. [PMID: 32223076 DOI: 10.1002/ase.1961] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2019] [Revised: 03/19/2020] [Accepted: 03/22/2020] [Indexed: 06/10/2023]
Abstract
Learning bone anatomy of the skull is a complex topic involving three-dimensional information. The impact of the use of human dry skulls and cone beam computed tomography (CBCT) imaging was investigated in the teaching of undergraduate dental students. Sixty-four first-year students in the University of Hong Kong were randomly divided into eight groups. Four teaching methods were tested: (1) CBCT followed by standard lecture, (2) CBCT followed by lecture with skulls, (3) standard lecture followed by CBCT, and (4) lecture with skulls followed by CBCT. After each, students were given a multiple-choice questionnaire to assess their objective learning outcome (20 questions) and a questionnaire for their subjective satisfaction (10 statements). Surveys were assessed with Cronbach's alpha, Kendall's tau-b, and principal components analysis. Data were analyzed with Student's t-test and a one-way ANOVA (significance α = 0.05). Standard lecture followed by CBCT showed the highest learning outcome score (81.6% ± 14.1%), but no significant difference was present among four teaching methods. Cone beam computed tomography followed by lecture with skulls scored the highest overall subjective satisfaction (4.9 ± 0.8 out of 6), but no significant difference was present among teaching methods. Nevertheless, students' perception of learning was positively influenced by the use of skulls (P = 0.018). The timing of administration of the CBCT did not affect students' subjective satisfaction or objective learning outcome. Students perceived to learn more by using skulls, but their objective learning outcomes were not significantly affected. A discrepancy seems to exist between students' perception of learning and their effective performance.
Collapse
Affiliation(s)
- Fabio Savoldi
- Discipline of Orthodontics, Dental School, Department of Medical and Surgical Specialties, Radiological Sciences and Public Health, University of Brescia, Brescia, Italy
- Orthodontics, Division of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
| | - Andy W K Yeung
- Oral and Maxillofacial Radiology, Division of Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
| | - Ray Tanaka
- Oral and Maxillofacial Radiology, Division of Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
| | | | - Carla Montalvao
- Oral and Maxillofacial Radiology, Division of Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
| | - Michael M Bornstein
- Oral and Maxillofacial Radiology, Division of Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
- Department of Oral Health and Medicine, University Center for Dental Medicine Basel (UZB), University of Basel, Basel, Switzerland
| | - James K H Tsoi
- Dental Materials Science, Division of Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong SAR, People's Republic of China
| |
Collapse
|
244
|
Uçar İ, Karartı C. Strength, weakness, opportunity, threat analysis of the adaptations in anatomy training during COVID-19 pandemic: Example of Turkey. J ANAT SOC INDIA 2021. [DOI: 10.4103/jasi.jasi_146_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
|
245
|
Alasmari WA. Medical Students' Feedback of Applying the Virtual Dissection Table (Anatomage) in Learning Anatomy: A Cross-sectional Descriptive Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1303-1307. [PMID: 34803421 PMCID: PMC8595060 DOI: 10.2147/amep.s324520] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2021] [Accepted: 10/25/2021] [Indexed: 05/11/2023]
Abstract
OBJECTIVE Conventional cadaver dissection is the main learning tool for studying human anatomy. Other tools have been developed to add another dimension of depth to anatomy teaching, such as Anatomage. 3D Anatomage is a touch interactive anatomy virtual dissection table used in anatomy education. The aim of this study was to address students' opinions on applying the virtual dissection table (3D Anatomage) as an additional tool to cadaver dissection in learning anatomy. METHODS An electronic questionnaire consisted of 6 questions that included items regarding the effect of using 3D Anatomage on students' deep understanding of anatomy topics, the locations and relationships of the different internal body structures and the application of anatomical knowledge. The survey was completed by 78 medical students. RESULTS The results of this study showed that the majority of students preferred using 3D Anatomage as an additional tool to cadaver dissection for learning anatomy since it enhances active learning, and approximately 89% of students agreed that 3D Anatomage helped them to better understand the relationships between internal structures and visualizing the body system. Additionally, approximately 72% of the students indicated that the imaging facility in 3D Anatomage was useful for enabling their understanding of anatomy as it is envisioned through medical imaging. CONCLUSION In conclusion, using the 3D Anatomage virtual dissection table is effective in anatomy education, and its use is recommended as an anatomy learning resource in addition to cadavers.
Collapse
Affiliation(s)
- Wardah Abdullah Alasmari
- Department of Anatomy, Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia
- Correspondence: Wardah Abdullah Alasmari Department of Anatomy, Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia Email
| |
Collapse
|
246
|
Corpses against science death: new Italian law titled ‘Rules relating to the directives of one’s body and tissues post-mortem for study, training, and scientific research purposes’. Ann Anat 2021; 233:151595. [DOI: 10.1016/j.aanat.2020.151595] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2020] [Revised: 06/10/2020] [Accepted: 06/10/2020] [Indexed: 11/19/2022]
|
247
|
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: 1] [Impact Index Per Article: 0.3] [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.
Collapse
Affiliation(s)
- Sasha N. Zill
- Department of Biomedical SciencesJoan C. Edwards School of MedicineHuntingtonWest VirginiaUSA
| |
Collapse
|
248
|
Macchi V, Boscolo-Berto R, Tortorella C, Porzionato A, De Caro R. Wax versus plastinated models in teaching human anatomy to health-care professionals. A randomized crossover trial. J ANAT SOC INDIA 2021. [DOI: 10.4103/jasi.jasi_17_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
|
249
|
Conte DB, Zancanaro M, Guollo A, Schneider LR, Lund RG, Rodrigues-Junior SA. Educational Interventions to Improve Dental Anatomy Carving Ability of Dental Students: A Systematic Review. ANATOMICAL SCIENCES EDUCATION 2021; 14:99-109. [PMID: 32717118 DOI: 10.1002/ase.2004] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2020] [Revised: 06/22/2020] [Accepted: 07/13/2020] [Indexed: 06/11/2023]
Abstract
This systematic review aimed to identify the level of impact of educational strategies for teaching tooth carving on the carving ability of undergraduate dental students. The PubMed-NCBI, Cochrane-CENTRAL, LILACS, Ibecs, BBO, Web of Science, and Scopus databases were searched in May 2019, for randomized controlled trials (RCTs) and two-arm non-randomized studies of interventions (NRSI) addressing educational interventions toward the dental carving of undergraduate students. Studies from the year 2000 until the search date, written in English, Portuguese, and Spanish were included. Study screening and data extraction were performed in duplicate and blinded. The data were presented narratively, considering the dental carving ability of students the primary outcome. The risk of bias was assessed using the RoB tool 2.0 and ROBINS-I, and the level of evidence was determined with GRADE. Of 3,574 studies, 6 were included, with 3 RCTs and 3 NRSIs. Very low level of evidence was provided from the NRSIs that flipped classroom (1 study; n = 140) and a student-driven revised module (1 study; n = 264) improved the carving ability of students. Additionally, there was moderate evidence of online complementary material (1 RCT; n = 30) and reinforcement class improving the carving ability of students (1 RCT; n = 29). The replacement of traditional classes by an instructional DVD (1 RCT; n = 73) and assessment of carving projects through digital systems (1 NRSI; n = 79) did not enhance the carving ability of students. Study design, risk of bias, and imprecision downgraded the level of evidence. There was a very low to moderate evidence on the effectiveness of student-driven educational approaches and complementary classes of dental anatomy in improving the dental carving ability of students.
Collapse
Affiliation(s)
- Daniele B Conte
- School of Dentistry, Universidade Comunitária da Região de Chapecó - Unochapecó, Chapecó, Brazil
| | - Milena Zancanaro
- School of Dentistry, Universidade Comunitária da Região de Chapecó - Unochapecó, Chapecó, Brazil
| | - André Guollo
- Discipline of Dental Anatomy and Oral Stomatology, School of Dentistry, Universidade Comunitária da Região de Chapecó - Unochapecó, Chapecó, Brazil
| | - Luana R Schneider
- Health Sciences Post-Graduate Program, Universidade Comunitária da Região de Chapecó - Unochapecó, Chapecó, Brazil
| | - Rafael G Lund
- Department of Restorative Dentistry, Post-Graduate Program in Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil
| | - Sinval A Rodrigues-Junior
- Health Sciences Post-Graduate Program, Universidade Comunitária da Região de Chapecó - Unochapecó, Chapecó, Brazil
| |
Collapse
|
250
|
Cheng X, Chan LK, Pan SQ, Cai H, Li YQ, Yang X. Gross Anatomy Education in China during the Covid-19 Pandemic: A National Survey. ANATOMICAL SCIENCES EDUCATION 2021; 14:8-18. [PMID: 33217164 DOI: 10.1002/ase.2036] [Citation(s) in RCA: 50] [Impact Index Per Article: 16.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2020] [Revised: 10/30/2020] [Accepted: 11/13/2020] [Indexed: 05/25/2023]
Abstract
The Covid-19 pandemic launched the use of online courses in Chinese medical schools during February 2020. To evaluate the state of gross anatomy education in China during the pandemic, a nationwide survey was conducted through convenience sampling by email or respondent invitations on social media. A total of 359 questionnaires were received from the respondents. The first response from a given school was included in the study to represent that school, thus, 77 questionnaires were used for analyses. Schools represented were from all provinces in mainland China as well as Hong Kong and Macao. The survey found that before the pandemic, 74.0% and 33.8% of the 77 schools conducted online theoretical and practical sessions, respectively, on gross anatomy, and 36 (46.8% of 77) had temporarily suspended practical sessions at the time the survey was conducted. Body donation programs were also affected with 26.0% and 27.3% of the 77 schools having suspended donation programs or saw a decreased number of donations. During the pandemic, 40.3% of the 77 schools kept or initiated the implementation of active learning, and online assessment was continued in 49.4% of the 77 medical schools. Another 26 (33.8%) schools initiated online assessment during the pandemic. A total of 359 answers were included for the analysis of the "teachers' perception of the online teaching experience." Over half (51.0%) of the 359 responded teachers were very statisfied or satisfied with the effectiveness of online teaching during the pandemic. A total of 36.2% of these respondents preferred to implement online teaching of theoretical sessions after the pandemic, and 89 (24.8%) teachers were keen to return to traditional face-to-face anatomy education.
Collapse
MESH Headings
- Anatomy/education
- COVID-19/epidemiology
- COVID-19/prevention & control
- COVID-19/transmission
- China
- Curriculum/statistics & numerical data
- Curriculum/trends
- Education, Distance/statistics & numerical data
- Education, Distance/trends
- Education, Medical, Undergraduate/methods
- Education, Medical, Undergraduate/statistics & numerical data
- Education, Medical, Undergraduate/trends
- Faculty/psychology
- Faculty/statistics & numerical data
- Humans
- Pandemics/prevention & control
- Personal Satisfaction
- Schools, Medical/statistics & numerical data
- Schools, Medical/trends
- Students, Medical/psychology
- Students, Medical/statistics & numerical data
- Surveys and Questionnaires/statistics & numerical data
- Tissue and Organ Procurement/statistics & numerical data
- Tissue and Organ Procurement/trends
Collapse
Affiliation(s)
- Xin Cheng
- Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Lap Ki Chan
- Department of Biomedical Sciences, Macau University of Science and Technology, Macao Special Administrative Region, People's Republic of China
| | - San-Qiang Pan
- Department of Anatomy, Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Hongmei Cai
- Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Yun-Qing Li
- Department of Anatomy, Histology and Embryology, K.K. Leung Brain Research Centre, The Fourth Military Medical University, Xi'an, People's Republic of China
| | - Xuesong Yang
- Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, People's Republic of China
| |
Collapse
|