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Horiuchi-Hirose M, Fukuoka T, Saito S. Learning Outcomes of Nursing Students' Experience With Cadaveric Dissection: A Scoping Review. SAGE Open Nurs 2024; 10:23779608241274543. [PMID: 39169993 PMCID: PMC11337174 DOI: 10.1177/23779608241274543] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2024] [Revised: 07/10/2024] [Accepted: 07/20/2024] [Indexed: 08/23/2024] Open
Abstract
Introduction Cadaver dissection in anatomy, a cornerstone of medical school education, has been replaced by digital technologies. This study aimed to determine the learning outcomes nursing students could achieve through cadaveric dissection practice (CDP). Methods This scoping review was carried out using the checklist outlined in the Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews through August 2023. Articles from PubMed, ERIC, and CINAL were included. This scoping review included studies that focused on the learning effects of nursing students' experiences with cadaver dissection, written in English, and covered all study types. Results The cadaveric dissection exercise resulted in a strong interest in the human body and a thorough understanding of anatomy and physiology. It also allows for creating an image of care for the patient before death, the meaning of existence after death, acceptance that death is not frightening, and an understanding of the afterlife. Furthermore, the cadaveric dissection exercise has been reported to improve confidence in patient care, lead to a better understanding of what other professions practice, and involve the development of professional identity. Conclusions Studies on the learning effects of CDP have differed in subject matter and educational methodologies. In the future, while determining how the experience of CDP is related to nursing practice of nursing students and graduates, we must explore effective CDP and develop educational methodologies that can achieve similar learning effects.
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Affiliation(s)
| | - Tomoko Fukuoka
- Department of Nursing, Tokiwa University, Mito, Ibaraki, Japan
| | - Shinji Saito
- Department of Health and Nutrition, Tokiwa University, Mito, Ibaraki, Japan
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2
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Miltykh I, Kafarov ES, Covantsev S, Dadashev AS, Skarlis AA, Zenin OK. A new dimension in medical education: Virtual reality in anatomy during COVID-19 pandemic. Clin Anat 2023; 36:1007-1015. [PMID: 37485993 DOI: 10.1002/ca.24098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2023] [Revised: 06/29/2023] [Accepted: 07/06/2023] [Indexed: 07/25/2023]
Abstract
Virtual reality technology has been increasingly used in the field of anatomy education, particularly in response to the COVID-19 pandemic. Virtual reality in anatomy (VRA) allows the creation of immersive, three-dimensional environments or experiences that can interact in a seemingly real or physical way. A comprehensive search of electronic databases was conducted to identify relevant studies. The search included studies published between 2020 and June 2023. The use of VRA education has been shown to be effective in improving students' understanding and retention of knowledge, as well as developing practical skills such as surgical techniques. VRA can allow students to visualize and interact with complex structures and systems in a way that is not possible with traditional methods. It can also provide a safe and ethical alternative to cadavers, which may be in short supply or have access restrictions. Additionally, VRA can be used to create customized learning experiences, allowing students to focus on specific areas of anatomy or to repeat certain exercises as needed. However, there are also limitations to the use of VRA education, including cost and the need for specialized equipment and training, as well as concerns about the realism and accuracy of VRA models. To fully utilize the potential of VRA education, it is important for educators to carefully consider the appropriate use of VR and to continuously evaluate its effectiveness. It is important for educators to carefully consider the appropriate use of VRA and to continuously evaluate its effectiveness to fully utilize its potential.
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Affiliation(s)
- Ilia Miltykh
- Department of Human Anatomy, Penza State University, Penza, Russia
- Θ.Υ.Ε.∑.Π.Α. Program, National and Kapodistrian University of Athens, Athens, Greece
| | - Edgar S Kafarov
- Department of Normal and Topographic Anatomy with Operative Surgery, Chechen State University, Grozny, Russia
| | - Serghei Covantsev
- Department of Research and Clinical Development, Botkin Hospital, Moscow, Russia
| | - Ali S Dadashev
- Department of Normal and Topographic Anatomy with Operative Surgery, Chechen State University, Grozny, Russia
| | - Apostolos A Skarlis
- Data Protection Officer, National Center of Emergency Healthcare, Athens, Greece
- School of Law, National and Kapodistrian University of Athens, Athens, Greece
| | - Oleg K Zenin
- Department of Human Anatomy, Penza State University, Penza, Russia
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3
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Evans DJR, Pawlina W. The future of anatomy education: Learning from Covid-19 disruption. ANATOMICAL SCIENCES EDUCATION 2022; 15:643-649. [PMID: 35656637 DOI: 10.1002/ase.2203] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/06/2022] [Indexed: 06/15/2023]
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
| | - Wojciech Pawlina
- Department of Clinical Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota, USA
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Papa V, Varotto E, Galli M, Vaccarezza M, Galassi FM. One year of anatomy teaching and learning in the outbreak: Has the Covid-19 pandemic marked the end of a century-old practice? A systematic review. ANATOMICAL SCIENCES EDUCATION 2022; 15:261-280. [PMID: 34890477 PMCID: PMC9011560 DOI: 10.1002/ase.2162] [Citation(s) in RCA: 28] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 12/06/2021] [Accepted: 12/08/2021] [Indexed: 05/21/2023]
Abstract
At the end of 2019, the Covid-19 pandemic spread caused restrictions in business and social spheres. Higher education was also severely affected: universities and medical schools moved online to distance learning and laboratory facilities closed. Questions arise about the long-term effects of this pandemic on anatomical education. In this systematic review, the authors investigated whether or not anatomical educators were able to deliver anatomical knowledge during this pandemic. They also discuss the challenges that anatomical education has faced over the last year. The search strategy was conducted between July 2020 and July 2021. Two hundred and one records were identified, and a total of 79 studies were finally included. How best to deliver anatomy to students remains a moot point. In the last years, the advent of new technologies has raised the question of the possible overcoming of dissection as the main instrument in anatomical education. The Covid-19 pandemic further sharpened the debate. Remote learning enhanced the use of technologies other than cadaveric dissection to teach anatomy. Moreover, from the analyzed records it appears that both from students' perspective as well as teachers' there is a clear tear between those who endorse dissection and those who believe it could be easily overcome or at least integrated by virtual reality and online learning. The authors strongly believe that the best anatomy teaching practice requires the careful adaptation of resources and methods. Nevertheless, they support cadaveric dissection and hope that it will not be replaced entirely as a result of this pandemic.
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Affiliation(s)
- Veronica Papa
- Department of Motor Sciences and WellnessSchool of Sciences, Engineering and HealthUniversity of Naples “Parthenope”NaplesItaly
- Forensic Anthropology, Paleopathology and Bioarchaeology (FAPAB) Research CenterAvolaItaly
| | - Elena Varotto
- Forensic Anthropology, Paleopathology and Bioarchaeology (FAPAB) Research CenterAvolaItaly
- Department of Humanities (DISUM)University of CataniaCataniaItaly
- Archaeology, College of Humanities, Arts and Social SciencesFlinders UniversityAdelaideSouth AustraliaAustralia
| | - Massimo Galli
- Department of Biomedical and Clinical Sciences “Luigi Sacco”University of MilanMilanItaly
- III Division of Infectious DiseasesASST Fatebenefratelli SaccoMilanoItaly
| | - Mauro Vaccarezza
- Curtin Medical SchoolFaculty of Health SciencesCurtin UniversityPerthWestern AustraliaAustralia
- Curtin Health Innovation Research Institute (CHIRI), Faculty of Health SciencesCurtin UniversityPerthWestern AustraliaAustralia
| | - Francesco M. Galassi
- Forensic Anthropology, Paleopathology and Bioarchaeology (FAPAB) Research CenterAvolaItaly
- Archaeology, College of Humanities, Arts and Social SciencesFlinders UniversityAdelaideSouth AustraliaAustralia
- Department of Biomedical and Neuromotor SciencesUniversity of BolognaBolognaItaly
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5
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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.
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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
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6
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Taylor CFC, Kurn OR, Glautier SP, Anbu D, Dean O, Nagy E, Geoghan KR, Harrison CH, Payne DR, Hall S, Border S. The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education-Preliminary Observations. MEDICAL SCIENCE EDUCATOR 2021; 31:387-393. [PMID: 34457897 PMCID: PMC8368458 DOI: 10.1007/s40670-021-01238-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/03/2021] [Indexed: 06/13/2023]
Abstract
Near-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01238-6.
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Affiliation(s)
- Charles F. C. Taylor
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Octavia R. Kurn
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Steven P. Glautier
- Department of Psychology, Faculty of Environment and Life Sciences, University of Southampton, Southampton, UK
| | - Deepika Anbu
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Oliver Dean
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Eva Nagy
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Kate R. Geoghan
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Charlie H. Harrison
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - December R. Payne
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Sam Hall
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Scott Border
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
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7
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Mohammed CA, Narsipur S, Vasthare R, Singla N, Yan Ran AL, Suryanarayana JP. Attitude towards shared learning activities and Interprofessional education among dental students in South India. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:159-167. [PMID: 32780550 DOI: 10.1111/eje.12586] [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: 08/25/2019] [Revised: 07/31/2020] [Accepted: 08/04/2020] [Indexed: 05/27/2023]
Abstract
BACKGROUND Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) are being introduced in healthcare institutions gradually to enable comprehensive learning and its application to enhance community health outcomes. OBJECTIVES To assess the attitude of dental students towards Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) To assess whether Readiness for Interprofessional Learning Scale (RIPLS) is a suitable instrument to measure the attitude of under graduate dental students towards IPE. To assess how the study year and gender affect the attitude of under graduate dental students towards IPE. METHODS AND MATERIALS The research design was a cross-sectional survey. The dental students of first to fifth year based on availability of students and the existing academic calendar were participated in the study. A total number of 417 validated RIPLS questionnaire were distributed to dental students studying in two dental institutions at Manipal in South India in the year 2017 with the collected response rate of 81.53%. Principal component analysis of the responses was applied to the data along with Varimax rotation and Cronbach alpha to confirm the internal consistency of the questionnaire. Independent sample t test and ANOVA were used to assess the differences between the groups. RESULTS Seventy five percent of the respondents were females, and the mean age was 21.26 years (SD = 1.34). The mean scores in RIPLS and all its subscales were high. The mean scores were also higher as the year of study increased and with female students. Senior and female dental students had more encouraging attitudes towards shared learning. CONCLUSIONS The RIPLS can be utilised to determine the different subscales of learning namely learning behaviour, attitudes, teamwork and collaboration, professional identity perspectives, and roles and responsibilities towards interprofessional education of dental students. The dental students with an Indian outlook, perspective and training had a favourable attitude towards interprofessional learning.
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Affiliation(s)
- Ciraj A Mohammed
- Department of Microbiology, MMMC, Manipal Campus, MFIILIPE, Manipal Academy of Higher Education, Manipal, India
| | - Sowmya Narsipur
- MFIILIPE, Manipal Academy of Higher Education, Manipal, India
| | - Ramprasad Vasthare
- Department of Public Health Dentistry, Manipal College of Dental Sciences, Manipal Academy of Higher Education, Manipal, India
| | - Nishu Singla
- Department of Public Health Dentistry, Manipal College of Dental Sciences, Manipal Academy of Higher Education, Manipal, India
| | - Arron Lim Yan Ran
- Manipal College of Dental Sciences, Manipal Academy of Higher Education, Manipal, India
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8
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McDonald AC, Green RA, Zacharias A, Whitburn LY, Hughes DL, Colasante M, McGowan H. Anatomy Students That are "Team-Taught" May Achieve Better Results Than Those That are "Sole-Taught". ANATOMICAL SCIENCES EDUCATION 2021; 14:43-51. [PMID: 32145155 DOI: 10.1002/ase.1954] [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: 09/04/2019] [Revised: 02/27/2020] [Accepted: 03/02/2020] [Indexed: 06/10/2023]
Abstract
Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.
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Affiliation(s)
- Aaron C McDonald
- Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering, La Trobe University, Bundoora, Victoria, Australia
| | - Rodney A Green
- Department of Pharmacy and Biomedical Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia
| | - Anita Zacharias
- Department of Pharmacy and Biomedical Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia
| | - Laura Y Whitburn
- Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering, La Trobe University, Bundoora, Victoria, Australia
| | - Diane L Hughes
- Department of Pharmacy and Biomedical Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia
| | - Meg Colasante
- Department of Optometry and Vision Sciences, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Parkville, Victoria, Australia
| | - Heath McGowan
- Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering, La Trobe University, Bundoora, Victoria, Australia
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9
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Giuriato R, Štrkalj G, Meyer AJ, Pather N. Anatomical Sciences in Chiropractic Education: A Survey of Chiropractic Programs in Australia. ANATOMICAL SCIENCES EDUCATION 2020; 13:37-47. [PMID: 30793519 DOI: 10.1002/ase.1871] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Revised: 02/14/2019] [Accepted: 02/15/2019] [Indexed: 06/09/2023]
Abstract
Human anatomy knowledge is a core requirement for all health care clinicians. There is a paucity of information relating to anatomy content and delivery in Australian chiropractic programs. The aim of this study was to describe anatomy teaching in Australian chiropractic programs, utilizing a survey which was distributed to all four programs, requesting information on: anatomy program structure, delivery methods, assessment, teaching resources, and academic staff profile at their institution. The survey was undertaken in 2016 and documented practices in that academic year. All four institutions responded. There was a reported difference in the teaching hours, content, delivery and assessment of anatomy utilized in Australian chiropractic programs. Anatomy was compulsory at all four institutions with the mean total of 214 (SD ± 100.2) teaching hours. Teaching was undertaken by permanent ongoing (30%) and sessional academic staff, and student to teacher ratio varied from 15:1 to 12:1. A variety of teaching resources were utilized, including human tissue access, either as prosected cadavers or plastinated body parts. The results of this survey confirm that anatomy has an established place in chiropractic education programs in Australia and while curricular variations exist, all programs had similar course design, delivery, and assessment methods. This study confirmed the provision of a strong foundation in topographical anatomy and neuroanatomy, while other anatomical sciences, such as histology and embryology were not consistently delivered. Formalization of a core anatomy curriculum together with competency standards is needed to assist program evaluation and development, and for accreditation purposes.
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Affiliation(s)
- Rosemary Giuriato
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
- Department of Chiropractic, Faculty of Science and Engineering, Macquarie University, Sydney, New South Wales, Australia
| | - Goran Štrkalj
- Department of Chiropractic, Faculty of Science and Engineering, Macquarie University, Sydney, New South Wales, Australia
| | - Amanda J Meyer
- School of Human Sciences, Faculty of Science, University of Western Australia, Perth, Western Australia, Australia
| | - Nalini Pather
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
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10
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Alfaro P, Larouche SS, Ventura NM, Hudon J, Noel GPJC. Nursing and medical students near-peer activity in the anatomy laboratory: format for success. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:769-780. [PMID: 31565014 PMCID: PMC6734457 DOI: 10.2147/amep.s209412] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2019] [Accepted: 07/31/2019] [Indexed: 05/25/2023]
Abstract
BACKGROUND/AIMS An anatomy interprofessional near-peer learning activity (AIP-NPLA) between nursing and medical students was piloted to assess its implementability. This study aimed to: (1) identify key factors of feasibility and (2) describe student-group perceptions of their experience of the interprofessional education (IPE) activity. METHODS A total of 59 medical and 179 nursing students participated in the AIP-NPLA whereby medical students were asked to facilitate and lead group discussions with their nursing students colleagues on an anatomical topic using a donor cadaver. Each AIP-NPLA session lasted a total of two hours. A mixed methods approach was employed using both quantitative and qualitative means of assessment. Variables such as Readiness for Interprofessional Learning, Professional Self-Identity, Clinical Teaching Preference, and Near-Peer Teaching and Learning Experience were assessed quantitatively using validated surveys. Qualitative measures included thematic content analysis of focus group interviews conducted following the AIP-NPLA to capture the perceptions of the student groups' experience in the IPE activity. RESULTS The results of this investigation demonstrated that there are key factors to consider when designing successful and sustainable IPE activities; the level of clinical exposure and therefore student-group pairing based on professional self-identify scores, optimal tutor-to-tutee group ratios and an activity format that maintained an informal, flexible and free forum for discussion on a topic of common knowledge. Focus group interviews also revealed reflections on professional stereotypes. CONCLUSION These findings suggest that early implementation of IPE activities outside of a clinical setting are beneficial and can foster both learning from one another and positive perceptions of interprofessional roles when carefully designed.
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Affiliation(s)
- Patricia Alfaro
- Ingram School of Nursing, McGill University, Montreall, Quebec, Canada
| | - Sandie S Larouche
- Ingram School of Nursing, McGill University, Montreall, Quebec, Canada
| | - Nicole M Ventura
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada
| | - Jonathan Hudon
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada
| | - Geoffroy PJC Noel
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, McGill University, Montreal, Quebec, Canada
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada
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11
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Finn GM, Connolly SA, Gillingwater TH, Smith CF. Putting gross anatomy into the curriculum: New anatomy syllabi for nursing and pharmacy students. ANATOMICAL SCIENCES EDUCATION 2018; 11:427-428. [PMID: 29569370 DOI: 10.1002/ase.1781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2018] [Accepted: 02/19/2018] [Indexed: 06/08/2023]
Affiliation(s)
- Gabrielle M Finn
- Health Professions Education Unit, Hull York Medical School, University of York, York, United Kingdom
| | - Siobhan A Connolly
- Department of Anatomy, University of Edinburgh, Edinburgh, United Kingdom
| | | | - Claire F Smith
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
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12
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Hefler J, Ramnanan CJ. Can CanMEDS competencies be developed in medical school anatomy laboratories? A literature review. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2017; 8. [PMID: 28650843 PMCID: PMC5511744 DOI: 10.5116/ijme.5929.4381] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
OBJECTIVES The purpose of this literature review was to identify potential ways in which undergraduate medical anatomy education may be relevant to the CanMEDS Roles, a competency-based framework used throughout Canadian medical training. METHODS A scoping review of medical education literature was conducted in March 2017 for English language publications that included key words related to anatomy education and to key competencies formally described for each of the Roles in the CanMEDS 2015 framework. Indicated benefits were then collated, characterized, and synthesized for each CanMEDS Role. RESULTS There were 71 studies identified describing original findings. Perceived benefits of anatomy education were most often identified for competencies related to the Medical Expert Role. Multiple studies also cited benefits related to the Scholar, Professional and Collaborator Roles. There was a lack of literature related to the Health Advocate, Communicator, and Leader Roles. The majority of benefits defined in the literature were limited to student perceptions rather than objectively measured outcomes. CONCLUSIONS There is some evidence to suggest that anatomy education can facilitate the development of core competencies related to several CanMEDS Roles, outside of simply developing medical knowledge in the Medical Expert Role. Future studies need to develop methods to objectively assess outcomes related to these competencies.
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Affiliation(s)
- Joshua Hefler
- Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Canada
| | - Christopher J. Ramnanan
- Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Canada
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13
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Ghosh SK. Cadaveric dissection as an educational tool for anatomical sciences in the 21st century. ANATOMICAL SCIENCES EDUCATION 2017; 10:286-299. [PMID: 27574911 DOI: 10.1002/ase.1649] [Citation(s) in RCA: 214] [Impact Index Per Article: 30.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2016] [Revised: 07/12/2016] [Accepted: 08/14/2016] [Indexed: 05/20/2023]
Abstract
Anatomical education has been undergoing reforms in line with the demands of medical profession. The aim of the present study is to assess the impact of a traditional method like cadaveric dissection in teaching/learning anatomy at present times when medical schools are inclining towards student-centered, integrated, clinical application models. The article undertakes a review of literature and analyzes the observations made therein reflecting on the relevance of cadaveric dissection in anatomical education of 21st century. Despite the advent of modern technology and evolved teaching methods, dissection continues to remain a cornerstone of anatomy curriculum. Medical professionals of all levels believe that dissection enables learning anatomy with relevant clinical correlates. Moreover dissection helps to build discipline independent skills which are essential requirements of modern health care setup. It has been supplemented by other teaching/learning methods due to limited availability of cadavers in some countries. However, in the developing world due to good access to cadavers, dissection based teaching is central to anatomy education till date. Its utility is also reflected in the perception of students who are of the opinion that dissection provides them with a foundation critical to development of clinical skills. Researchers have even suggested that time has come to reinstate dissection as the core method of teaching gross anatomy to ensure safe medical practice. Nevertheless, as dissection alone cannot provide uniform learning experience hence needs to be complemented with other innovative learning methods in the future education model of anatomy. Anat Sci Educ 10: 286-299. © 2016 American Association of Anatomists.
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Affiliation(s)
- Sanjib Kumar Ghosh
- Department of Anatomy, Employees' State Insurance, Post Graduate Institute of Medical Sciences and Research (ESI-PGIMSR), Employees' State Insurance Corporation Medical College, Joka, Kolkata, West Bengal, India
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