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Helms JT, Johnson KM, Ball JL. A Comparative Analysis of Physical Therapy Anatomical Knowledge and Retention: Human Donor Dissection Versus Virtual Laboratory. JOURNAL, PHYSICAL THERAPY EDUCATION 2024; 38:107-115. [PMID: 38758175 DOI: 10.1097/jte.0000000000000330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Accepted: 11/17/2023] [Indexed: 05/18/2024]
Abstract
INTRODUCTION Despite a long history of using human donor dissection (HDD) for physical therapy (PT) anatomy education, there are no PT guidelines that require HDD. The purpose of this quantitative causal-comparative study was to determine if Doctor of Physical Therapy students who used HDD had different grades both within anatomy and within courses that require retention and application of anatomical knowledge (kinesiology and a foundational musculoskeletal course) compared with those who used virtual 3-dimensional anatomical software (VAS). REVIEW OF LITERATURE Numerous factors affect the decision to use HDD within PT anatomy, and few PT studies have compared the effectiveness of VAS to HDD. SUBJECTS All students who took anatomy in an entry-level PT program from 2018 to 2021 (232 total students, 115 who used HDD in 2018-2019 and 117 who used VAS in 2020-2021). METHODS Mann-Whitney tests were used to compare anatomy grades (course, written examination, and practical examination) and future grades in kinesiology and a foundational musculoskeletal course for students who used HDD or VAS. RESULTS Physical therapy students who used VAS had statistically significant higher anatomy course grades (VAS 93.81% ± 4.99% to HDD 92.20% ± 4.53%) and higher practical examination grades (VAS 97.43% ± 2.91% to HDD 93.55% ± 4.39%) compared with those who used HDD. However, there were no significant differences between groups on written anatomy examinations (VAS 89.42% ± 7.21% to HDD 90.40% ± 4.94%), kinesiology grades (VAS 91.86% ± 4.52% to HDD 92.80% ± 4.27%), or foundational musculoskeletal grades (VAS 89.50% ± 3.89% to HDD 89.77% ± 3.83%). DISCUSSION AND CONCLUSION The causal-comparative study design prevents concluding that PT student grade differences were due exclusively to either anatomy laboratory method. It does provide preliminary evidence that the PT anatomy laboratory method did not practically affect anatomy performance or long-term application of anatomy knowledge in future coursework.
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Affiliation(s)
- Jeb T Helms
- Jeb T. Helms is a clinical associate professor in the Doctor of Physical Therapy program at Northern Arizona University, Room 102, Building 066, Health Professions Building, 208 E Pine Knoll Drive, Flagstaff, AZ 86011 . Please address all correspondence to Jeb Helms
- Kristen M. Johnson is an associate professor and the director of curriculum and assessment in the College of Health and Society in the Doctor of Physical Therapy program at Hawaii Pacific University
- Jamie L. Ball is a research and dissertation faculty member at Grand Canyon University, College of Doctoral Studies Online
| | - Kristen M Johnson
- Jeb T. Helms is a clinical associate professor in the Doctor of Physical Therapy program at Northern Arizona University, Room 102, Building 066, Health Professions Building, 208 E Pine Knoll Drive, Flagstaff, AZ 86011 . Please address all correspondence to Jeb Helms
- Kristen M. Johnson is an associate professor and the director of curriculum and assessment in the College of Health and Society in the Doctor of Physical Therapy program at Hawaii Pacific University
- Jamie L. Ball is a research and dissertation faculty member at Grand Canyon University, College of Doctoral Studies Online
| | - Jamie L Ball
- Jeb T. Helms is a clinical associate professor in the Doctor of Physical Therapy program at Northern Arizona University, Room 102, Building 066, Health Professions Building, 208 E Pine Knoll Drive, Flagstaff, AZ 86011 . Please address all correspondence to Jeb Helms
- Kristen M. Johnson is an associate professor and the director of curriculum and assessment in the College of Health and Society in the Doctor of Physical Therapy program at Hawaii Pacific University
- Jamie L. Ball is a research and dissertation faculty member at Grand Canyon University, College of Doctoral Studies Online
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Foiret JR, Volschenk M. Exploring the use of a digital anatomy learning platform in a second-year medical student cohort. ANATOMICAL SCIENCES EDUCATION 2024; 17:591-604. [PMID: 38291824 DOI: 10.1002/ase.2384] [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: 05/30/2023] [Revised: 11/28/2023] [Accepted: 01/11/2024] [Indexed: 02/01/2024]
Abstract
Digital anatomy learning platforms hold potential academic benefits, yet there is currently no universally accepted pedagogical framework guiding their utilization. This study applied the lens of Laurillard's conversational framework to explore second-year medical students' experiences with a digital anatomy learning platform at a South African university. An explanatory sequential mixed methods design was employed. Phase 1 used whole population (N = 280) sampling to survey students' usage of, and access to, the digital anatomy learning platform. The survey response rate was 29%, with 47% of respondents reporting usage of the platform. Internet and device limitations were minimal, with 74% and 87% respectively reporting no hindrance. While 39% found Primal Pictures easy to use and helpful to their learning, a disconnect emerged between perceived value and actual usage, with only 5% of participants exhibiting high usage. Phase 2 used purposive sampling (n = 13) based on students' usage of digital anatomy learning platforms. Two focus groups and two individual interviews explored students' use of the learning platform. Qualitative data were both deductively and inductively analyzed. Two themes were identified: types of learning and influencers of learning. Findings from the deductive analysis indicated that students engaged mainly in acquisition-based learning. Inductive analysis showed students encountered various factors that influenced their learning behavior. Affective domain development emerged as a key factor in students' engagement with their anatomy studies and the digital learning platform, suggesting a potential gap in the conversational framework. Digital anatomy learning platforms may strengthen approaches to learning anatomy if implemented systematically, together with pre-training.
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Affiliation(s)
- Jaudon Ron Foiret
- Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Mariette Volschenk
- Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
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Yilmaz H, Güler H. Can video-assisted and three-dimensional (3D) anatomy teaching be an alternative to traditional anatomy teaching? Randomized controlled trial on muscular system anatomy. Clin Anat 2024; 37:227-232. [PMID: 37382417 DOI: 10.1002/ca.24088] [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: 11/21/2022] [Revised: 05/26/2023] [Accepted: 06/19/2023] [Indexed: 06/30/2023]
Abstract
The aim of this study was to determine the optimal method for teaching human anatomy by comparing classical laboratory (traditional), video-assisted and three-dimensional (3D) application methods for students who had previously received only online academic anatomy education. GPower 3.1.9.4 was used for power analysis to establish sample size. After power analysis, it was decided to have 28 people in each group. Participants were given pre-anatomy education tests and divided into four matched groups: Group 1: no additional education, Group 2: Video-assisted education, Group 3: Applied 3D anatomy education, Group 4: Practical laboratory anatomy education. Each group received 5 weeks of education in muscular system anatomy. The pre-test results showed no statistically significant differences among the groups. The post-test results showed statistically significant improvement in scores (p < 0.001): group 4; 59%, group 3; 33%, group 2; 9%. The difference between group 1 and group 2 was statistically significant (p < 0.01). The difference between the groups in post hoc comparisons with all other groups was also statistically significant (p < 0.001). The results of this study show that while the optimal anatomy teaching method is conservative, the best alternative is 3D application.
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Affiliation(s)
- Halil Yilmaz
- Department of Anatomy, Faculty of Medicine, Ordu University, Ordu, Turkey
| | - Hatice Güler
- Department of Anatomy, Faculty of Medicine, Erciyes University, Kayseri, Turkey
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Koucheki R, Lex JR, Morozova A, Ferri D, Hauer TM, Mirzaie S, Ferguson PC, Ballyk B. Immersive Virtual Reality and Cadaveric Bone are Equally Effective in Skeletal Anatomy Education: A Randomized Crossover Noninferiority Trial. JOURNAL OF SURGICAL EDUCATION 2023; 80:1028-1038. [PMID: 37150701 DOI: 10.1016/j.jsurg.2023.04.005] [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: 10/28/2022] [Revised: 02/10/2023] [Accepted: 04/09/2023] [Indexed: 05/09/2023]
Abstract
OBJECTIVE Immersive virtual reality (IVR) technology is transforming medical education. Our aim was to compare the effectiveness of IVR with cadaveric bone models in teaching skeletal anatomy. DESIGN A randomized crossover noninferiority trial was conducted. SETTING Anatomy laboratory of a large medical school. PARTICIPANTS Incoming first-year medical students. Participants were randomized to IVR or cadaveric groups studying upper limb skeletal anatomy, and then were crossed over to use the opposite tool, to study lower limb skeletal anatomy. Participants in both groups completed a pre-and postintervention knowledge test. The primary endpoint of the study was change in performance from the pre-to postintervention knowledge test. Surveys were completed to assess participant's impressions on IVR as an educational tool. RESULTS Fifty first-year medical students met inclusion criteria and were randomized. Among all students, the average score on the preintervention knowledge test was 14.6% (standard deviation (SD) = 18.2%) and 25.0% (SD = 17%) for upper and lower limbs, respectively. Percentage increase in scores between pre-and postintervention knowledge test, was 15.0% in the upper limb IVR group, and 16.7% for upper limb cadaveric bones (p = 0.286). For the lower limb, score increase was 22.6% in the IVR and 22.5% in the cadaveric bone group (p = 0.936). 79% of participants found that IVR was most valuable for teaching 3-dimensional orientation, anatomical relationships, and key landmarks. Majority of participants were favorable towards combination use of traditional methods and IVR technology for learning skeletal anatomy (LSM>3). CONCLUSIONS In this randomized controlled trial, there was no significant difference in knowledge after using IVR or cadaveric bones for skeletal anatomy education. These findings have further implications for medical schools that face challenges in acquiring human cadavers and cadaveric parts.
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Affiliation(s)
- Robert Koucheki
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; Institute of Biomedical Engineering, Toronto, Ontario, Canada.
| | - Johnathan R Lex
- Institute of Biomedical Engineering, Toronto, Ontario, Canada; Division of Orthopaedic Surgery, University of Toronto, Ontario, Canada
| | - Alexandra Morozova
- Division of Anatomy, University of Toronto, Ontario, Canada; Department of Anatomy, Third Faculty of Medicine, Charles University, Prague, Czechia
| | - Dario Ferri
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Tyler M Hauer
- Institute of Biomedical Engineering, Toronto, Ontario, Canada
| | - Sarah Mirzaie
- David Geffen School of Medicine, University of California Los Angeles, Los Angeles, California
| | - Peter C Ferguson
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; Division of Orthopaedic Surgery, University of Toronto, Ontario, Canada; Department of Orthopaedic Surgery, Mount Sinai Hospital, Toronto, Ontario, Canada
| | - Barbara Ballyk
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; Division of Anatomy, University of Toronto, Ontario, Canada
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Veazey K, Robertson EM. How human anatomy is being taught in entry-level occupational therapy programs in the United States. ANATOMICAL SCIENCES EDUCATION 2023; 16:305-322. [PMID: 36205039 DOI: 10.1002/ase.2226] [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: 12/03/2021] [Revised: 09/21/2022] [Accepted: 10/02/2022] [Indexed: 06/16/2023]
Abstract
There has been a lack of empirical information regarding anatomy education for occupational therapists (OTs). Insufficient anatomy education can result in underprepared entry-level OTs, who may then produce increased practice errors and reduced patient care. The objective of this study was to investigate how human gross anatomy was taught in entry-level occupational therapy programs throughout the United States and evaluate faculty perspectives on its teaching. A mixed-methods survey was sent to the directors of entry-level occupational therapy programs in the United States. Survey responses were compiled to best represent the current occupational therapy education environment. Ten of sixty-eight participating programs did not teach anatomy as a part of their standard occupational therapy curriculum. Of the programs that featured entry-level occupational therapy anatomy courses, the majority were taught by either a non-clinician anatomist or an OT without specialized anatomy training in a region-based, standalone anatomy course during the first semester. In most programs, anatomy was taught to only occupational therapy students using lecture, models/plastination, and/or prosection. Teaching tools, methods, faculty, and programmatic factors were perceived as contributing to program strengths. The design, resources, and faculty involved in the occupational therapy anatomy course may negatively impact the perceived quality of an occupational therapy anatomy program and its students. Participants identified several consequences of insufficient anatomy preparedness, including academic, clinical reasoning, treatment skills, patient care, and professional identity concerns. Occupational therapy educators may want to be aware of the current climate of occupational therapy anatomy education in the United States when designing entry-level occupational therapy anatomy curricula.
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Affiliation(s)
- Kathryn Veazey
- Department of Advanced Biomedical Education, Division of Clinical Anatomy, University of Mississippi Medical Center, Jackson, Mississippi, USA
| | - Ellen M Robertson
- Department of Physician Assistant Studies, Randolph-Macon College, Ashland, Virginia, USA
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Koh ZJ, Yeow M, Srinivasan DK, Ng YK, Ponnamperuma GG, Chong CS. A randomized trial comparing cadaveric dissection and examination of prosections as applied surgical anatomy teaching pedagogies. ANATOMICAL SCIENCES EDUCATION 2023; 16:57-70. [PMID: 34968002 DOI: 10.1002/ase.2166] [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: 03/23/2021] [Revised: 12/21/2021] [Accepted: 12/28/2021] [Indexed: 06/14/2023]
Abstract
Anatomy is an important component in the vertical integration of basic science and clinical practice. Two common pedagogies are cadaveric dissection and examination of prosected specimens. Comparative studies mostly evaluate their immediate effectiveness. A randomized controlled trial design was employed to compare both the immediate and long-term effectiveness of dissection and prosection. Eighty third-year medical students undergoing their surgical rotation from the Yong Loo Lin School of Medicine were randomized into two groups: dissection and prosection. Each participated in a one-day hands-on course following a similar outline that demonstrated surgical anatomy in the context of its clinical relevance. A pre-course test was conducted to establish baseline knowledge. A post-course test was conducted immediately after and at a one-year interval to evaluate learner outcome and knowledge retention. A post-course survey was conducted to assess participant perception. Thirty-nine and thirty-eight participants for the dissection and prosection groups, respectively, were included for analysis. There was no significant difference between mean pre-course test scores between the dissection and prosection groups [12.6 (3.47) vs. 12.7 (3.16), P > 0.05]. Both the mean immediate [27.9 (4.30) vs. 24.9 (4.25), P < 0.05] and 1 year [23.9 (4.15) vs. 19.9 (4.05), P < 0.05] post-course test scores were significantly higher in the dissection group. However, when adjusted for course duration [dissection group took longer than prosection group (mean 411 vs. 265 min)], these findings were negated. There is no conclusive evidence of either pedagogy being superior in teaching surgical anatomy. Based on learner surveys, dissection provides a greater learner experience.
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Affiliation(s)
- Zong Jie Koh
- Department of General Surgery, University Surgical Cluster, National University Health System, Singapore, Singapore
| | - Marcus Yeow
- Department of Internal Medicine, Singapore General Hospital, Singapore, Singapore
| | - Dinesh Kumar Srinivasan
- Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Yee Kong Ng
- Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Gominda G Ponnamperuma
- Department of Medical Education, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| | - Choon Seng Chong
- Division of Colorectal Surgery, Department of General Surgery, University Surgical Cluster, National University Health System, Singapore, Singapore
- Dean's office, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Cline C, Santuzzi AM, Samonds KE, LaDue N, Bergan-Roller HE. Assessing how students value learning communication skills in an undergraduate anatomy and physiology course. ANATOMICAL SCIENCES EDUCATION 2022; 15:1032-1044. [PMID: 34665527 DOI: 10.1002/ase.2144] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 10/15/2021] [Accepted: 10/16/2021] [Indexed: 06/13/2023]
Abstract
Students, particularly those in science, technology, engineering and mathematics (STEM) and healthcare-related programs, should develop proficient interpersonal skills, including communication. To help students develop effective communication skills, instructors need to consider the value students give to learning these skills. The Student Attitudes Toward Communication Skills Survey (SATCSS) was developed to measure how undergraduate students value learning communication skills based on Expectancy-Value Theory across three modes of communication (verbal, written, non-verbal). The survey was given to students interested in healthcare professions and enrolled in an undergraduate anatomy and physiology (A&P) course (n = 233) at a Midwest research active university. The survey showed evidence of validity, measuring two components: (1) "Value to Profession" (attainment and utility value) and (2) "Value to Self" (intrinsic value and cost). There was a significant difference in sub-scores among the four task values such that students thought that learning communication skills was important and relevant (high attainment and utility value) but not interesting (low intrinsic value) and costly. Students with high total scores valued communication skills across all four task values. As total value scores decreased, it was first due to students finding learning communication skills to be time prohibitive and then a lack of interest in learning communication skills. Based on these results, it is recommended that instructors incorporate communication skills training into content that is already part of their A&P course to reduce time concerns. Additional recommendations include using reflective activities and humor to increase student interest.
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Affiliation(s)
- Christina Cline
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Alecia M Santuzzi
- Department of Psychology, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Karen E Samonds
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Nicole LaDue
- Department of Geology and Environmental Geosciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Heather E Bergan-Roller
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
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Velásquez J, da Silva LLC, Miglino MA. Development of an Online Distance Learning Platform Combining Anatomy, Imaging, and Surgical Practice to Support Mastery Learning of the Equine Locomotor Apparatus. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 50:e20220006. [PMID: 35584235 DOI: 10.3138/jvme-2022-0006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
There are many challenges in teaching veterinary anatomy, such as available classroom time, costs, and difficulties accessing animal cadavers, mainly due to animal welfare concerns. Furthermore, veterinary surgeons and radiologists complain that recent graduates lack anatomical knowledge. On the other hand, the current limitations of face-to-face teaching due to the COVID-19 pandemic suggest that the development of online distance education tools is necessary, mainly in specialties that lack this type of material. Teaching platforms promoting the integration of anatomy with other applied disciplines such as imaging and surgery in the horse were not found in the consulted literature. Therefore, this work aimed to develop an online distance education platform for studying the surgical anatomy of a horse's locomotor apparatus as a complementary tool for training students enrolled in undergraduate courses in veterinary surgery. The locomotor apparatus was chosen as the focus as it is the most commonly found in equine surgeries. Anatomical pieces referring to the locomotor apparatus were prepared. These were complemented with material related to diagnostic imaging, surgery videos, theoretical explanations, and an interactive radiological anatomy tool. Finally, all the material was uploaded to a virtual platform accessible via the Internet. The platform is expected to be a tool that helps students in surgical training and prepares them with a better understanding of anatomy and its application in surgery.
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Webb AL, Smyth L, Hafiz M, Valter K. The question of dissection in medical training: Not just "if," but "when"? A student perspective. ANATOMICAL SCIENCES EDUCATION 2022; 15:281-290. [PMID: 34995414 PMCID: PMC9306682 DOI: 10.1002/ase.2168] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Revised: 12/31/2021] [Accepted: 01/04/2022] [Indexed: 06/14/2023]
Abstract
While debate about the use of-and alternatives to-human cadaveric dissection in medical training is robust, little attention has been paid to questions about timing. This study explores the perspectives of medical students and recent graduates with regard to two key questions: when in the degree program do students prefer dissection opportunities and what are the students getting out of participating in dissection? Self-report survey data from students in preclinical years (n = 105), clinical years (n = 57), and graduates (n = 13) were analyzed. Most (89%) preferred dissection during the preclinical years, with no effect by training year (χ2 = 1.98, p = 0.16), previous anatomy (χ2 = 3.64, p = 0.31), or dissection (χ2 = 3.84, p = 0.26) experience. Three key findings emerged. First, the majority of students prefer to dissect in the preclinical years because they view dissection as important for developing foundation knowledge and delivering an opportunity for consolidation prior to transitioning to primarily clinical studies. In addition, students recognize that it is a time-consuming activity requiring specialized facilities. Second, three main understandings of the purpose of dissection were reported: depth of learning, learning experience, and real-world equivalence. Third, these student perspectives of the purpose of dissection are associated with timing preferences for dissection opportunities. The results identify the preclinical phase as the optimal time to strategically integrate dissection into medical training in order to maximize the benefits of this unique learning opportunity for students and minimize its impact upon curricular time.
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Affiliation(s)
- Alexandra L. Webb
- Medical SchoolCollege of Health and MedicineAustralian National UniversityCanberraAustralian Capital TerritoryAustralia
| | - Lillian Smyth
- Medical SchoolCollege of Health and MedicineAustralian National UniversityCanberraAustralian Capital TerritoryAustralia
| | | | - Krisztina Valter
- Medical SchoolCollege of Health and MedicineAustralian National UniversityCanberraAustralian Capital TerritoryAustralia
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McWatt SC. Responding to Covid-19: A thematic analysis of students' perspectives on modified learning activities during an emergency transition to remote human anatomy education. ANATOMICAL SCIENCES EDUCATION 2021; 14:721-738. [PMID: 34523241 PMCID: PMC8652611 DOI: 10.1002/ase.2136] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Revised: 07/23/2021] [Accepted: 09/11/2021] [Indexed: 05/21/2023]
Abstract
In March 2020, the coronavirus disease 2019 (Covid-19) global pandemic forced many post-secondary institutions to move their teaching online, which had a substantial impact on students enrolled in laboratory-based courses in fields like human anatomy. This descriptive study collected students' perspectives on the transition to remote education, with specific attention to the teaching activities, resources, and assessments used in an undergraduate Clinical Human Visceral Anatomy course at McGill University. Through inductive semantic thematic analysis, student-held values for effective remote education were identified and grouped into the following themes: (1) preferences for communication, (2) values for remote learning activities and resources, (3) values for remote assessment, and (4) perceived positive and negative impacts of remote education on learning. Students generally valued having clear communication, opportunities for both synchronous and asynchronous learning activities, and flexible assessment formats that maintained alignment with the course outcomes and activities. Many felt that remote education had a net-negative impact on their learning, course satisfaction, and sense of community. However, there were no significant differences in grades on laboratory quizzes administered before and after the shutdown (P = 0.443), and grades on the remote final examination were significantly higher than those on the in-person midterm examination (P < 0.001). These findings are discussed in the context of modern educational theories and practices related to remote teaching. Strategies for facilitating a student-centered environment online are also proposed. Future longitudinal research into skill development, learning outcome attainment, and the evolving perspectives of students and instructors operating in remote education contexts is warranted.
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Affiliation(s)
- Sean C. McWatt
- Department of Anatomy and Cell BiologyFaculty of Medicine and Health SciencesMcGill UniversityMontréalQuébecCanada
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Barash A, Dickman N, Karasik D. Educating Future Doctors in Covid-19 Times: Anatomists Lead the Way! ANATOMICAL SCIENCES EDUCATION 2021; 14:426-427. [PMID: 33837676 PMCID: PMC8251054 DOI: 10.1002/ase.2086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 04/07/2021] [Accepted: 04/07/2021] [Indexed: 05/07/2023]
Affiliation(s)
- Alon Barash
- Azrieli Faculty of MedicineBar Ilan UniversitySafedIsrael
- Research Institute, Ziv Medical CenterSafedIsrael
| | - Nomy Dickman
- Azrieli Faculty of MedicineBar Ilan UniversitySafedIsrael
| | - David Karasik
- Azrieli Faculty of MedicineBar Ilan UniversitySafedIsrael
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Maloney S, Pather N, Foo J, Lazarus MD. Spending Wisely: The Role of Cost and Value Research in the Pursuit of Advancing Anatomical Sciences Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:263-269. [PMID: 33068329 DOI: 10.1002/ase.2027] [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: 05/20/2020] [Revised: 10/07/2020] [Accepted: 10/13/2020] [Indexed: 06/11/2023]
Abstract
Studies of "cost and value" in anatomical sciences education examine not only what works, but at what cost, thus evaluating the inputs and outputs of education. This research provides insights into how to use available resources (e.g., academic time, budgets, infrastructure) as a mechanism to obtaining the maximum outcomes available. The purpose of this viewpoint article is to expand on the application of cost and value concepts to anatomical sciences education, contextualizing these concepts through a deeper dive into the more costly educational approaches of human donor dissection. In doing so, both questions and opportunities are raised for the discipline of anatomical sciences going forward. Educational decisions, inclusive of cost and value appraisals, consider the range of outcomes for which the activity is designed to achieve, and the activity's integration with the philosophy of the educational program it is contributing to; these decisions, thus, evaluate more than just cost alone. Healthcare students' engagement with human donor dissection pedagogy offers an array of reported non-economic benefits, including non-traditional discipline-independent skill (NDIS) development (e.g., professionalism, teamwork skills). These skills are often harder to measure, but are no less important to the final pedagogical decision-making process. The goal of cost and value research is to create an evidence-base toward education that delivers maximum value for a given spend. Anatomy educators, researchers, and decision makers who embrace cost and value dialogue, and interpret and apply findings from studies of educational costs, are best positioned to improve the educational value for their learners and provide effective outputs for all stakeholders.
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Affiliation(s)
- Stephen Maloney
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Nalini Pather
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia
| | - Jonathan Foo
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Michelle D Lazarus
- Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
- Monash Centre for Scholarship in Health Education, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
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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
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