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Titmus M, de Oliveira BI, Ellery P, Whittaker G, Radley H, Radunski M, Ng L, Helmholz P, Sun Z. Using design thinking to create and implement a 3D digital library of anatomical specimens. Clin Anat 2024. [PMID: 38938222 DOI: 10.1002/ca.24198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Revised: 06/06/2024] [Accepted: 06/06/2024] [Indexed: 06/29/2024]
Abstract
Design thinking (DT) is a five-stage process (empathize, define, ideate, prototype, and test) that guides the creation of user-centered solutions to complex problems. DT is in common use outside of science but has rarely been applied to anatomical education. The use of DT in this study identified the need for flexible access to anatomical specimens outside of the anatomy laboratory and guided the creation of a digital library of three-dimensional (3D) anatomical specimens (3D Anatomy Viewer). To test whether the resource was fit for purpose, a mixed-methods student evaluation was undertaken. Student surveys (n = 46) were employed using the system usability scale (SUS) and an unvalidated acceptability questionnaire. These verified that 3D Anatomy Viewer was usable (SUS of 72%) and acceptable (agreement range of 77%-93% on all Likert-type survey statements, Cronbach's alpha = 0.929). Supplementary interviews (n = 5) were analyzed through content analysis and revealed three main themes: (1) a credible online supplementary learning resource; (2) learning anatomy with 3D realism and interactivity; (3) user recommendations for expanding the number of anatomical models, test questions, and gamification elements. These data demonstrate that a DT framework can be successfully applied to anatomical education for creation of a practical learning resource. Anatomy educators should consider employing a DT framework where student-centered solutions to learner needs are required.
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Affiliation(s)
- Morgan Titmus
- Curtin Medical School, Curtin University, Bentley, Western Australia, Australia
| | - Beatriz Ir de Oliveira
- Curtin School of Allied Health, Curtin University, Bentley, Western Australia, Australia
| | - Paul Ellery
- Curtin Medical School, Curtin University, Bentley, Western Australia, Australia
| | - Gary Whittaker
- Curtin Medical School, Curtin University, Bentley, Western Australia, Australia
| | - Hannah Radley
- Curtin Medical School, Curtin University, Bentley, Western Australia, Australia
| | - Milo Radunski
- Curtin Medical School, Curtin University, Bentley, Western Australia, Australia
| | - Leo Ng
- School of Health Science, Swinburne University, Melbourne, Victoria, Australia
| | - Petra Helmholz
- School of Earth and Planetary Sciences, Curtin University, Bentley, Western Australia, Australia
| | - Zhonghua Sun
- Curtin Medical School, Curtin University, Bentley, Western Australia, Australia
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Liao ML, Yeh CC, Lue JH, Chang MF. Implementing virtual reality technology to teach medical college systemic anatomy: A pilot study. ANATOMICAL SCIENCES EDUCATION 2024; 17:796-805. [PMID: 38487974 DOI: 10.1002/ase.2407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Revised: 01/29/2024] [Accepted: 02/25/2024] [Indexed: 06/01/2024]
Abstract
It can be difficult for some students to learn three-dimensional anatomical structure concepts. While virtual reality (VR) systems have been reported as helpful for learning, there has been scarce research on either VR teaching strategies or the influence of visually induced motion sickness (VIMS) in the context of large anatomy classes (i.e., over 100 students). The study thus aimed to (1) establish a VR anatomy instruction video for a large class; (2) determine how many students experience VIMS when watching a VR anatomy instruction video; (3) evaluate the influence of VIMS on VR anatomy video-based learning; and (4) examine whether a small screen size alleviates VIMS. Laboratory course students viewing a VR anatomy instruction video about the vascular system were invited to participate in the questionnaire survey. Anatomy faculty and staff participated in an experimental trial to determine whether small screen size could alleviate VIMS. The Likert scale survey revealed that students reported the VR strategy as advantageous and appropriate for large classes, but that it cannot replace practical dissection. Of the total participants, 32% reported experiencing VIMS, and 40% of those experiencing VIMS agreed that this could negatively impact their learning through a VR anatomy instruction video. Adjusting the screen size from large to small significantly delayed the onset of VIMS. In conclusion, the VR anatomy instruction video strategy is feasible and helpful for large classes, but educators should consider VIMS when planning their use of this teaching approach.
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Affiliation(s)
- Meng-Lin Liao
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Chi-Chuan Yeh
- Department of Surgery, National Taiwan University Hospital, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - June-Horng Lue
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Ming-Fong Chang
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
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3
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Ritchie HE, Yang H, Hegedus E. Enhancing students' agency in learning anatomy vocabulary with a formative intervention design. Clin Anat 2024. [PMID: 38808695 DOI: 10.1002/ca.24188] [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: 05/01/2024] [Accepted: 05/08/2024] [Indexed: 05/30/2024]
Abstract
One of the major challenges for health science students is the rapid acquisition of a new vocabulary in anatomy comprising several hundred new words. Research has shown that vocabulary learning can be improved when students are directed to vocabulary strategies. This paper reported a study with a formative intervention design inspired by Vygotsky's method of double stimulation. In this design, the students were put in a structured situation that invited them to identify the challenges in learning anatomy and then provided them with active guidance and a range of anatomy vocabulary learning strategies that scaffolded them to work out a solution to the challenge and develop their individualized anatomy learning resources. The data were collected from surveys, pre and postquiz results, and group discussion transcripts. The results revealed students perceived one of the main challenges in learning anatomy was learning, memorizing, and remembering many new words. A key finding in our study was that the formative intervention enhanced students' agency in creating resources for learning anatomy vocabulary. In addition, the development of their understanding showed a recursive form: from concrete experiences to abstract concepts and then to concrete new practices.
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Affiliation(s)
- Helen E Ritchie
- School of Medical Sciences (Education Innovation), Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Hongzhi Yang
- Sydney School of Education and Social Work, The University of Sydney, Sydney, New South Wales, Australia
| | - Elizabeth Hegedus
- School of Medical Sciences (Education Innovation), Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
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Karami M, Hashemi N, Van Merrienboer J. From obese to lean curriculum: exploring students' experiences about developing competencies in medical education. Front Med (Lausanne) 2024; 11:1309548. [PMID: 38841567 PMCID: PMC11150563 DOI: 10.3389/fmed.2024.1309548] [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: 11/13/2023] [Accepted: 05/10/2024] [Indexed: 06/07/2024] Open
Abstract
Introduction Since the beginning of the 21st century, competency-based education has been proposed as an approach to education in many disciplines including the medical sciences and it has become a dominant approach in many countries. We aimed to explore the lived experiences of general medical students about developing competencies in the academic curriculum. Methods We conducted a phenomenology method to study lived experiences of general medical students through selecting participants via a purposeful sampling strategy. Snowballing and maximum variation samplings were also applied to recruit additional participants. The study was conducted at a Medical School in Iran. Three successive phases of qualitative data analysis, namely, data reduction by coding, data structuring by categorization, and data interpretation by discussion were applied to analyze the interviews. Results The results of the research showed that students' lived experiences fall under 4 main themes with 9 subthemes. The main themes show that (1) the compartmentalized curriculum in basic courses is experienced as the missing parts in a puzzle, (2) the physiopathology curriculum is experienced as swimming on land, (3) the externship is experienced as touring a mysterious land, (4) the internship is experienced as unleashed arrows. Discussion Our findings reveal that despite the changes already made in the curriculum, its compartmentalization is still a main obstacle to achieving competency-based medical education. A strict requirement for leaving the discipline-based curriculum behind is to use an integrated approach, in which basic science courses are connected with clinical cases, and physiopathology courses are connected with externships and internships.
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Affiliation(s)
- Morteza Karami
- Department of Curriculum Studies and Instruction, Ferdowsi University of Mashhad, Mashhad, Iran
| | | | - Jeroen Van Merrienboer
- Department of Educational Development and Research, Maastricht University, Maastricht, Netherlands
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Stambuk-Castellano M, Carrera A, Tubbs RS, Alario-Hoyos C, Verdú E, Iwanaga J, Reina F. Personalized strategies for academic success in learning anatomy: Exploring metacognitive and technological adaptation in medical students. Clin Anat 2024; 37:472-483. [PMID: 38461473 DOI: 10.1002/ca.24155] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2024] [Accepted: 02/29/2024] [Indexed: 03/12/2024]
Abstract
Personalization of learning is an educational strategy rooted in metacognition and is significant in academic training. This is especially true in medical contexts. This study explored the relationship between the metacognitive profile of students of human anatomy, the classification of questions according to their difficulty, and the anatomical domain. It also covered the integration of educational technologies to create personalized learning environments. The identification of metacognitive profiles ("Active", "Pragmatic", "Theoretical", and "Reflective") has been highlighted as a critical influence on students' responses to different pedagogical approaches. Personalized adaptation based on these profiles has shown potential for improving grades and increasing student satisfaction and engagement with learning. The results revealed variations in student performance in relation to different pedagogical approaches, learning units, and evaluation modalities. The "Experience" evaluation modality, personalized according to metacognitive profiles, level of competence, and learning objectives, resulted in higher average scores. However, there was significant variability in the results. Those findings confirm the effectiveness of metacognitive adaptation in improving academic performance. Furthermore, they provide a solid basis for formulating personalized and effective pedagogical strategies in medical education. They recognize the influence of metacognitive profiles on student performance and contribute to advancing medical pedagogy.
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Affiliation(s)
- Mónica Stambuk-Castellano
- Department of Computer Science, School of Engineering, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Anna Carrera
- Clinical Anatomy, Embryology and Neuroscience Research Group (NEOMA), Medical Sciences Department, Faculty of Medicine, Universitat de Girona, Girona, Spain
| | - R Shane Tubbs
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA
- Department of Neurology, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA
- Department of Structural & Cellular Biology, Tulane University School of Medicine, New Orleans, Louisiana, USA
- Department of Neurosurgery and Ochsner Neuroscience Institute, Ochsner Health System, New Orleans, Louisiana, USA
- Department of Anatomical Sciences, St George's University, True Blue, Grenada
| | - Carlos Alario-Hoyos
- Telematics Engineering Department, Universidad Carlos III de Madrid, Leganés, Spain
| | - Enric Verdú
- Clinical Anatomy, Embryology and Neuroscience Research Group (NEOMA), Medical Sciences Department, Faculty of Medicine, Universitat de Girona, Girona, Spain
| | - Joe Iwanaga
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA
- Department of Neurology, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA
- Department of Structural & Cellular Biology, Tulane University School of Medicine, New Orleans, Louisiana, USA
- Department of Oral and Maxillofacial Anatomy, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Francisco Reina
- Clinical Anatomy, Embryology and Neuroscience Research Group (NEOMA), Medical Sciences Department, Faculty of Medicine, Universitat de Girona, Girona, Spain
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Cheung RCC, Yang J, Fang C, Leung MF, Bridges SM, Tipoe GL. Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy. ANATOMICAL SCIENCES EDUCATION 2024; 17:379-395. [PMID: 38095147 DOI: 10.1002/ase.2361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 07/21/2023] [Accepted: 11/13/2023] [Indexed: 12/22/2023]
Abstract
Difficulty in visualizing anatomical structures has been identified as a challenge in anatomy learning and the emergence of three-dimensional printed models (3DPMs) offers a potential solution. This study evaluated the effectiveness of 3DPMs for learning the arterial supply of the head and neck region. One hundred eighty-four undergraduate medical students were randomly assigned to one of four learning modalities including wet specimen, digital model, 3DPM, and textbook image. Posttest scores indicated that all four modalities supported participants' knowledge acquisition, most significantly in the wet specimen group. While the participants rated 3DPMs lower for helping correct identification of structures than wet specimens, they praised 3DPMs for their ability to demonstrate topographical relationships between the arterial supply and adjacent structures. The data further suggested that the biggest limitation of the 3DPMs was their simplicity, thus making it more difficult for users to recognize the equivalent structures on the wet specimens. It was concluded that future designs of 3DPMs will need to consider the balance between the ease of visualization of anatomical structures and the degree of complexity required for successful transfer of learning. Overall, this study presented some conflicting evidence of the favorable outcomes of 3DPMs reported in other similar studies. While effective for anatomy learning as a standalone modality, educators must identify the position 3DPM models hold relative to other modalities in the continuum of undergraduate anatomy education in order to maximize their advantages for students.
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Affiliation(s)
| | - Jian Yang
- School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Christian Fang
- Department of Orthopaedics and Traumatology, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Man Fai Leung
- Department of Orthopaedics and Traumatology, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Susan M Bridges
- Centre for the Enhancement of Teaching and Learning, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, the University of Hong Kong, Hong Kong, Hong Kong
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Lee JWY, Susanto J, Lai SH, Cheow PC, Low LXT, Bello F. What Faculty and Students Value When Evaluating Human Digital Anatomy Platforms: A Mixed-Methods Study. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241256043. [PMID: 38765319 PMCID: PMC11102696 DOI: 10.1177/23821205241256043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 05/01/2024] [Indexed: 05/22/2024]
Abstract
OBJECTIVES There is an increasing availability of digital technologies for teaching and learning of human anatomy. Studies have shown that such applications allow for better spatial awareness than traditional methods. These digital human anatomy platforms offer users myriad features, such as the ability to manipulate 3D models, conduct prosection, investigate anatomical regions through virtual reality, or perform knowledge tests on themselves. This study examined what faculty members' value when using digital human anatomy platforms for teaching and what students value when using these platforms for learning. METHODS Six anatomy faculty members and 21 students were selected to participate in this study. After using the three digital anatomy platforms for at least 1 week, a survey was conducted to record their feedback in 4 categories: usability, interactive features, level of detail, and learning support. Respondents' Qualitative feedback within each category was also analyzed to strengthen the study's findings. RESULTS The study's findings showed that faculty members and students have different priorities when evaluating digital anatomy platforms. Faculty members valued platforms that provided better accuracy and detailed anatomical structures, while students prioritized usability above the rest of the features. CONCLUSION Given that faculty and students have different preferences when selecting digital anatomy platforms, this article proposed that educators maximize the specific affordances offered by the technology by having a clear pedagogy and strategy on how the technology will be incorporated into the curriculum to help students achieve the desired learning outcomes.
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Affiliation(s)
- Jason Wen Yau Lee
- Technology Enhanced Learning and Innovation, Duke-NUS Medical School, Singapore, Singapore
| | - Johan Susanto
- Technology Enhanced Learning and Innovation, Duke-NUS Medical School, Singapore, Singapore
| | - Siang Hui Lai
- Anatomical Pathology, Singapore General Hospital, Singapore, Singapore
| | - Peng Chung Cheow
- Hepato-Pancreato-Biliary and Transplant Surgery, Singapore General Hospital, Singapore, Singapore
- Division of Surgery & Oncology, National Cancer Centre Singapore, Singapore
| | - Li Xiang Tessa Low
- Department of Psychology, Faculty of Arts & Social Sciences, National University of Singapore, Singapore, Singapore
| | - Fernando Bello
- Technology Enhanced Learning and Innovation, Duke-NUS Medical School, Singapore, Singapore
- Surgical Computing and Simulation Science, Imperial College London, London, UK
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Anderson H, Weil JA, Tucker RP, Gross DS. Impact of gross anatomy laboratory on student written examination performance: A 3-year study of a large-enrollment undergraduate anatomy course. ANATOMICAL SCIENCES EDUCATION 2024; 17:114-127. [PMID: 37602570 DOI: 10.1002/ase.2327] [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: 03/03/2023] [Revised: 06/25/2023] [Accepted: 07/28/2023] [Indexed: 08/22/2023]
Abstract
The efficacy of the various pedagogies that are used in human anatomy laboratories has been extensively debated. Nevertheless, an important question remains relatively unexamined-how the learning experience in the anatomy laboratory impacts students' mastery and application of anatomical knowledge beyond the laboratory setting. In this study, the effect of a prosection-based anatomy laboratory on overall comprehension and mastery of anatomical knowledge was evaluated in an upper division undergraduate anatomy curriculum that consists of a mandatory lecture course and an optional laboratory course. This flexible curricular structure permitted assessing the merit of laboratory learning on the written examination performance of the lecture course. In 2019 and 2022, the anatomy laboratory was taught in-person using prosections, while in 2021 due to the Covid-19 pandemic related regulations, it was taught remotely with live-streaming of prosections using document cameras. In both in-person and remote instructive formats, written examination scores of the lecture course were compared between two cohorts of students: Those enrolled in lecture only and those enrolled in both lecture and laboratory. Results showed that the cohort enrolled in both lecture and laboratory courses consistently outperformed the lecture-only cohort by one full letter grade. Furthermore, when the degrees of improvement on written examination scores were compared between the two instructive formats, in-person laboratory had a greater increase compared to remote laboratory. Altogether this study demonstrates that the prosection-based anatomy laboratory enhances students' mastery of anatomical knowledge beyond the laboratory setting by promoting comprehension of spatial relationships of anatomical structures.
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Affiliation(s)
- Hana Anderson
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
- Department of Internal Medicine, University of California, Davis, Davis, California, USA
| | - Jennifer A Weil
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
- School of Health Professions, Eastern Virginia Medical School, Norfolk, Virginia, USA
| | - Richard P Tucker
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
| | - Douglas S Gross
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
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9
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Gummery E, Singh M, Channon SB. Establishing a veterinary anatomy core syllabus through a modified Delphi process. J Anat 2024; 244:184-201. [PMID: 37664883 PMCID: PMC10734647 DOI: 10.1111/joa.13948] [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: 04/05/2023] [Revised: 08/09/2023] [Accepted: 08/11/2023] [Indexed: 09/05/2023] Open
Abstract
Anatomy forms a key component of veterinary curricula, but, in the context of an evolving profession, curricula are adapting and changing accordingly. There is a lack of guidance for educators regarding the levels of anatomical knowledge required for a graduate to be considered safe or competent. A formal review of veterinary anatomy learning outcomes (LOs) is therefore timely to support curriculum development in this rapidly evolving field. This study aimed to create a set of LOs which reflect the recommended core requirements for a new graduate veterinarian. A consensus approach using a modified Delphi method was used. The Delphi panel consisted of 23 experienced and active veterinary anatomy educators from veterinary schools within the UK and Ireland. The process had four stages: (1) Research team review, pre-screening and modification of a list of existing LOs (adapted from the Core Regional Anatomy Syllabus) which then formed the initial set of outcomes sent for review; (2) Delphi Round 1; (3) Delphi Round 2; (4) Post-Delphi final screening and review. Qualitative data outlining the rationale for modification and rejection of LOs were analysed via content analysis. 167 LOs were initially presented to the Delphi panel in Round 1. 64 of those were accepted, 79 recommended for modification and 23 rejected. 122 LOs were presented to the Delphi panel in Round 2. Of these, 86 outcomes were accepted, 10 modified and 26 rejected. 160 LOs were ultimately accepted and form the Veterinary Anatomy Core Syllabus. Key themes arising from analysis include the removal of unnecessary detail and increased focus on the relevance of competencies required of a new veterinary graduate. The syllabus presented may be used by curriculum planners, teachers and students within veterinary education worldwide.
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Affiliation(s)
- Erica Gummery
- School of Veterinary Medicine and ScienceUniversity of NottinghamSutton BonningtonUK
| | - Miren Singh
- Department of Comparative Biomedical SciencesRoyal Veterinary College, University of LondonLondonUK
| | - Sarah B. Channon
- Department of Comparative Biomedical SciencesRoyal Veterinary College, University of LondonLondonUK
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Cheung RCC, Chen B, Ho CCJ, Tipoe GL, Yang J. "Where is the spleen? Where are the lungs?"-An investigation of the level of anatomical knowledge of the Hong Kong public. ANATOMICAL SCIENCES EDUCATION 2023; 16:1209-1217. [PMID: 37409614 DOI: 10.1002/ase.2318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 06/09/2023] [Accepted: 06/24/2023] [Indexed: 07/07/2023]
Abstract
This article investigates the level of anatomical knowledge of the Hong Kong public and uses the data to help suggest public engagement activities and health campaigns to raise health literacy in the general population. In the annual public engagement event organized by the University of Hong Kong, 250 attendees took a survey assessing basic anatomical knowledge by putting organs/structures in their correct positions. Description analysis, correlation analysis, independent sample t-test, and one-way ANOVA analysis were conducted by SPSS 27.0. Overall, a mean score of 6.5 out of 20 was achieved. Differences between various demographic parameters were analyzed, and the results showed that better performance on the survey was associated with younger age, higher educational levels, and having healthcare experience. There was also a statistically significant difference in correctly positioning the thyroid between males and females. Interestingly, some misconceptions were thought to arise from the bespoke use of the Chinese language in the survey. The data reflected room for improvement in the level of anatomical knowledge among the public, notably in the older age groups. This was attributed partially to a lack of public outreach initiatives and established anatomy-focused programs, which has restricted public exposure to anatomical knowledge and hindered the development of anatomical sciences in Hong Kong. In conclusion, the knowledge of the public on the human body needs to be improved and possible solutions to improve public awareness of health were raised.
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Affiliation(s)
| | - Bixia Chen
- School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
- Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Cheuk Chun Joseph Ho
- School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Jian Yang
- School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
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Atupele Mwabaleke J, Michael Usman I, Emmanuel Tito A, Edet Obeten K, Umar Isyaku M, Etukudo EM, Fischer VA. Perceptions and Challenges Faced by Undergraduate Medical Students in Studying Anatomy: A Case Study at Kampala International University - Western Campus, Uganda. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1129-1135. [PMID: 37840655 PMCID: PMC10575480 DOI: 10.2147/amep.s427136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 10/03/2023] [Indexed: 10/17/2023]
Abstract
Background Proficiency in anatomy is of great importance for healthcare professionals and medical students alike, as it facilitates a comprehensive understanding of the structure and function of the human body. Despite the obvious significance, medical students have often felt challenged in studying anatomy. Purpose The studyassessed the perceptions and challenges faced by undergraduate medical students in studying anatomy at Kampala International University - Western Campus (KIU-WC) in Uganda. Materials and Methods Employing a quantitative cross-sectional descriptive design, the study involved the administration of a standardized questionnaire to a cohort of 525 first- and second-year medical students. The questionnaire encompassed sections on student perceptions and challenges faced in studying anatomy. Results The findings revealed that the majority of respondents 473/525 (90%) held positive perceptions of anatomy recognizing its importance in diagnosis, understanding the human body, medical terminology acquisition, and clinical preparation. While age (OR = 1.03, 95% CI: 0.54 - 1.97, p=0.93) and gender (OR = 0.51, 95% CI: 0.32 - 0.87, p=0.93) did not significantly impact student perceptions, positive perceptions were observed across different religious affiliations and nationalities, suggesting the universal recognition of anatomy's importance. The commonest challenges were a limited time for revision before their mid-semester and end-of-semester examination 383/525 (73.0%), information overload 374/525 (71.2%) and a lack of suitable equipment and poor internet connection for assessing online resources 352/525 (67.1%). Conclusion In conclusion, respondents with positive perceptions dominated with higher percentages among all ages, genders, nationalities, and religions; the commonest challenges included a limited time for revisions before their mid-semester and end-of-semester examinations, information overload, a lack of suitable equipment and poor internet connection for assessing online resources.
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Affiliation(s)
- Joseph Atupele Mwabaleke
- Department of Human Anatomy, Kampala International University, Western Campus, Ishaka, Bushenyi, Uganda
- Department of Human Anatomy, Mwanza University, Mwanza, Tanzania
| | - Ibe Michael Usman
- Department of Human Anatomy, Kampala International University, Western Campus, Ishaka, Bushenyi, Uganda
| | - Andrew Emmanuel Tito
- Department of Human Anatomy, Kampala International University, Western Campus, Ishaka, Bushenyi, Uganda
| | - Kebe Edet Obeten
- Department of Human Anatomy, Kampala International University, Western Campus, Ishaka, Bushenyi, Uganda
| | - Mikail Umar Isyaku
- Department of Human Anatomy, Kampala International University, Western Campus, Ishaka, Bushenyi, Uganda
| | - Ekom Monday Etukudo
- Department of Human Anatomy, Kampala International University, Western Campus, Ishaka, Bushenyi, Uganda
| | - Victor Adolf Fischer
- Department of Human Anatomy, Kampala International University, Western Campus, Ishaka, Bushenyi, Uganda
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12
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Emadzadeh A, EidiBaygi H, Mohammadi S, Etezadpour M, Yavari M, Mastour H. Virtual Dissection: an Educational Technology to Enrich Medical Students' Learning Environment in Gastrointestinal Anatomy Course. MEDICAL SCIENCE EDUCATOR 2023; 33:1175-1182. [PMID: 37886262 PMCID: PMC10597925 DOI: 10.1007/s40670-023-01867-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/18/2023] [Indexed: 10/28/2023]
Abstract
Background Virtual dissection provides a digital experience of medical images to visualize anatomy on touchscreen tables. This study aimed to integrate the virtual dissection table (VDT) into the gastrointestinal anatomy course and assess medical students' intended learning outcomes and satisfaction with this educational technology. Methods This quasi-experimental study enrolled second-year undergraduate medical students who studied anatomical sciences in the autumn semester of 2021-2022 at a single medical school. In the intervention and control groups, the participants were randomized to study anatomy by VDT or topographical anatomy textbooks. The knowledge tests evaluated the students' learning outcomes of gastrointestinal anatomy, and following the course, students completed a satisfaction survey. Results The findings indicated that a significant gain occurred, and instructional intervention during which the learning environment was enriched with virtual dissection could enhance the students' learning (F = 13.33, df = 2, P < 0.01, partial η2 = 0.20) and satisfaction (T = 6.10, df = 54, P < 0.01, Cohen's d = 1.63, CI95% = 1.02-2.23). Conclusions This study demonstrates the potential for virtual dissection to augment anatomical science education. Further research is required to consider the contributing features and apply this educational technology to enhance students' anatomy learning. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01867-z.
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Affiliation(s)
- Ali Emadzadeh
- Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Hasan EidiBaygi
- Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Shabnam Mohammadi
- Department of Anatomy and Cell Biology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Mohammad Etezadpour
- Endoscopic and Minimally Invasive Surgery Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Mehri Yavari
- Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Haniye Mastour
- Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
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Nzenwa IC, Iqbal HA, Bazira PJ. Exploring the inclusion of anatomical variation in medical education. ANATOMICAL SCIENCES EDUCATION 2023; 16:531-546. [PMID: 36637969 DOI: 10.1002/ase.2254] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Revised: 12/24/2022] [Accepted: 01/07/2023] [Indexed: 05/11/2023]
Abstract
The role of anatomical variability in safe clinical practice is underappreciated. A lack of familiarity of anatomical variations is at the center of a multitude of medical and surgical errors. The recent rise in litigation due to such errors suggests that patient care may be compromised. This makes the knowledge of anatomical variation essential to medical education. Empirical studies were identified by searching several databases and repositories, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Eight studies were eligible for this systematic review; three of which were conference abstracts. Thematic summary of these studies yielded six themes namely: (1) importance of anatomical variation in medical education; (2) the ideal time to introduce anatomical variation in medical education; (3) important anatomical variations to include in medical education; (4) approaches to teaching anatomical variation; (5) assessing knowledge on anatomical variation; (6) barriers to including anatomical variation in medical education. Including anatomical variations in medical education would improve clinical reasoning and surgical outcomes. Following the completion of this review, three recommendations were made: (1) increasing the emphasis of anatomical variation in medical education; (2) developing more resources for anatomical variation education; (3) investigating the implications of lack of knowledge of anatomical variation in medical education through further research.
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Affiliation(s)
- Ikemsinachi C Nzenwa
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, UK
- School of Medicine, University of Liverpool, Liverpool, UK
| | - Hassan A Iqbal
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, UK
- School of Medicine, University of Liverpool, Liverpool, UK
| | - Peter J Bazira
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, UK
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Saravanan R, Chandrasekaran R, Cleland JA, Mogali SR. What is the evidence for biology as the 'heart of eligibility' to study medicine? A retrospective analysis. MEDICAL TEACHER 2023; 45:510-515. [PMID: 36315620 DOI: 10.1080/0142159x.2022.2140035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
The first, sometimes the only, selection tool for entry into undergraduate medicine is prior educational attainment (PEA). This is often further specified to include certain subjects, for example, biology is a prerequisite for entry into medicine in many Asian countries. However, there seems no clear evidence base for this prerequisite. Our aim, therefore, was to carry out a retrospective quantitative study comparing the performances of five cohorts of students (2015-2019 entry; n = 588) with and without biology PEA in Years 1 and 2 Bachelor of Medicine and Bachelor of Surgery (MBBS) integrated written assessments (n = 3) and anatomy practical examinations (APE) (n = 5). The study was conducted at one of Singapore's three medical schools. Data were analyzed using independent t-tests and Mann-Whitney U with p values of less than 0.05 were considered significant. There were no significant differences in performance on any Years 1 or 2 integrated written assessments. Similarly, in one of the APE, a significant difference was found for one cohort (academic year [AY] 2015-2016) out of five assessments. These results suggest that having a prior biology qualification does not make a difference in assessment performance in the early years of medical school. This information may help stakeholders and admissions committees decide whether biology is required for medical school entrance.
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Affiliation(s)
- Rathi Saravanan
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
| | - Ramya Chandrasekaran
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
| | - Jennifer Anne Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
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Bellier A, Kaladzé N, Rabattu PY, Chaffanjon PC, Cavalié G. Analysis of a multifaceted interactive pedagogy program in an upper limb anatomy course: A time series study. ANATOMICAL SCIENCES EDUCATION 2023; 16:116-127. [PMID: 35020269 DOI: 10.1002/ase.2170] [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: 02/16/2021] [Revised: 01/07/2022] [Accepted: 01/08/2022] [Indexed: 06/14/2023]
Abstract
Many new methods have contributed to the learning of anatomy, including several interactive methods, increasing the effectiveness of educational programs. The effectiveness of an educational program involving several interactive learning methods such as problem-based learning and reciprocal peer teaching was researched in this study. A quasi-experimental before-after study on three consecutive groups of second-year students at the Grenoble School of Medicine was conducted. The lectures were replaced by an educational program based on the problem-based learning method and reciprocal peer teaching. The first session was dedicated to reading clinical cases illustrating the medical concept, so that the learning objectives for the second session could be set. Then, after viewing digital courses, the second session was dedicated to a synthetic presentation by the students themselves, followed by an interactive summary with the teacher. The analysis of 630 students showed a significant increase in the theory test results for those who took part in the intervention: 9.71 versus 9.19 (β = 0.57, P = 0.036). Moreover, satisfaction was high after the intervention (mean = 4.5/5), and when comparing the two pedagogical approaches the students showed a clear preference for the program implemented with the concepts highlighted such as interactivity, in-depth work, group work, and autonomy. A multifaceted interactive pedagogy program could have a significant impact on the results of the theoretical concepts presented and on satisfaction as well as increased investment by students in learning anatomy.
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Affiliation(s)
- Alexandre Bellier
- Department of Anatomy, Faculty of Medicine, Grenoble Alpes University, Grenoble, France
- Department of Medical Evaluation, Grenoble Alpes University Hospital, Grenoble, France
- Computational Biology and Mathematics Team, Translational Innovation in Medicine and Complexity Laboratory, Grenoble, France
| | - Noémie Kaladzé
- Department of Anatomy, Faculty of Medicine, Grenoble Alpes University, Grenoble, France
| | - Pierre-Yves Rabattu
- Department of Anatomy, Faculty of Medicine, Grenoble Alpes University, Grenoble, France
| | - Philippe C Chaffanjon
- Department of Anatomy, Faculty of Medicine, Grenoble Alpes University, Grenoble, France
| | - Guillaume Cavalié
- Department of Anatomy, Faculty of Medicine, Grenoble Alpes University, Grenoble, France
- Orthopedic Surgery Service, Grenoble Alpes University Hospital, Grenoble, France
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16
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Yang J. Technology-Enhanced Preclinical Medical Education (Anatomy, Histology and Occasionally, Biochemistry): A Practical Guide. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:65-93. [PMID: 37644288 DOI: 10.1007/978-3-031-36727-4_4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
The recent explosion of technological innovations in mobile technology, virtual reality (VR), digital dissection, online learning platform, 3D printing, and augmented reality (AR) has provided new avenues for improving preclinical education, particularly in anatomy and histology education. Anatomy and histology are fundamental components of medical education that teach students the essential knowledge of human body structure and organization. However, these subjects are widely considered to be some of the most difficult disciplines for healthcare students. Students often face challenges in areas such as the complexity and overwhelming volume of knowledge, difficulties in visualizing body structures, navigating and identifying tissue specimens, limited exposure to learning materials, and lack of clinical relevance. The COVID-19 pandemic has further exacerbated the situation by reducing face-to-face teaching opportunities and affecting the availability of body donations for medical education.To overcome these challenges, educators have integrated various educational technologies, such as virtual reality, digital 3D anatomy apps, 3D printing, and AI chatbots, into preclinical education. These technologies have effectively improved students' learning experiences and knowledge retention. However, the integration of technologies into preclinical education requires appropriate pedagogical approaches and logistics to align with educational theories and achieve the intended learning outcomes.The chapter provides practical guidance and examples for integrating technologies into anatomy, histology, and biochemistry preclinical education. The author emphasizes that every technology has its own benefits and limitations and is best suited to specific learning scenarios. Therefore, it is recommended that educators and students should utilize multiple modalities for teaching and learning to achieve the best outcomes. The chapter also acknowledges that cadaver-based anatomy education is essential and proposes that educational technologies can serve as a crucial complement for promoting active learning, problem solving, knowledge application, and enhancing conventional cadaver-based education.
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Affiliation(s)
- Jian Yang
- The School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Pok Fu Lam, Hong Kong, China.
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17
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Wink AE, Telfer AN, Pascoe MA. Google Images Search Results as a Resource in the Anatomy Laboratory: Rating of Educational Value. JMIR MEDICAL EDUCATION 2022; 8:e37730. [PMID: 36269663 PMCID: PMC9636525 DOI: 10.2196/37730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Revised: 08/22/2022] [Accepted: 08/29/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Preclinical medical learners are embedded in technology-rich environments, allowing them rapid access to a large volume of information. The anatomy laboratory is an environment in which faculty can assess the development of professional skills such as information literacy in preclinical medical learners. In the anatomy laboratory, many students use Google Images searches in addition to or in place of other course materials as a resource to locate and identify anatomical structures. However, the most frequent sources as well as the educational quality of these images are unknown. OBJECTIVE This study was designed to assess the sources and educational value of Google Images search results for commonly searched anatomical structures. METHODS The top 10 Google Images search results were collected for 39 anatomical structures. Image source websites were recorded and categorized based on the purpose and target audience of the site publishing the image. Educational value was determined through assessment of relevance (is the searched structure depicted in the image?), accuracy (does the image contain errors?), and usefulness (will the image assist a learner in locating the structure on an anatomical donor?). A reliable scoring rubric was developed to assess an image's usefulness. RESULTS A total of 390 images were analyzed. Most often, images were sourced from websites targeting health care professionals and health care professions students (38% of images), while Wikipedia was the most frequent single source of image results (62/390 results). Of the 390 total images, 363 (93.1%) depicted the searched structure and were therefore considered relevant. However, only 43.0% (156/363) of relevant images met the threshold to be deemed useful in identifying the searched structure in an anatomical donor. The usefulness of images did not significantly differ across source categories. CONCLUSIONS Anatomy faculty may use these results to develop interventions for gaps in information literacy in preclinical medical learners in the context of image searches in the anatomy laboratory.
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Affiliation(s)
- Alexandra Elisabeth Wink
- Division of Translational Anatomy, Department of Radiology, UMass Chan Medical School, Worcester, MA, United States
| | - Amanda N Telfer
- Department of Cell and Developmental Biology, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
| | - Michael A Pascoe
- Department of Cell and Developmental Biology, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
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Huang CY, Lai KC, Lai HL. Nurses' perspectives on the application of humanistic anatomical knowledge in clinical practice. ANATOMICAL SCIENCES EDUCATION 2022. [PMID: 36251364 DOI: 10.1002/ase.2228] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Revised: 08/08/2022] [Accepted: 10/07/2022] [Indexed: 06/16/2023]
Abstract
Knowledge of human anatomy is vital for nurses. Medical educators use a variety of educational pedagogies, including the use of cadavers, to cultivate nursing students into competent and professional care providers and to help them gain authentic experience and knowledge before entering the workplace. Studies have provided numerous examples of students with positive learning experiences in human-centric (humanistic) anatomy courses; however, whether these positive experiences translate into effective clinical practice remains largely unknown. This study explored nurses' perspectives on the effects of a humanistic anatomy program on their nursing practice. Focus groups with semi-structured interview guidelines were conducted to collect data. Twenty-one nurses working in hospitals in Taiwan participated and divided themselves into four groups on the basis of willingness to participate and availability. The interviews were recorded using smartphones, and the recordings were transcribed using a computer. The transcriptions were then checked word by word artificially and analyzed by hand. Three main themes emerged during the analysis: adapting to the professional journey, managing time when providing humanistic care, and cultivating professionalism. The results demonstrate educators' expectations that humanistic anatomy education for nursing students expands students' professional knowledge and helps them develop humanistic competencies as professional nurses.
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Affiliation(s)
- Chiung-Yu Huang
- Department of Nursing, College of Medicine, I-Shou University, Kaohsiung City, Taiwan
| | - Kuen-Cherng Lai
- Department of Anatomy, College of Medicine, Tzu Chi University, Hualien, Taiwan
| | - Hui-Ling Lai
- Department of Nursing, College of Medicine, Tzu Chi University, Hualien, Taiwan
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19
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Fekadu N, Tekle Y. Extent of Utilization of Radiologic Images in Gross Anatomy Teaching, the Experience of Ethiopian Medical Schools. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:981-985. [PMID: 36046601 PMCID: PMC9421611 DOI: 10.2147/amep.s374089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 08/21/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND One of the greatest developments in modern medicine is the strides taken in radiology. Today, thanks to high-tech devices like computer tomography (CT), magnetic resonance imaging (MRI), and ultrasound, a noninvasive glimpse into the human interior has been made possible. These recent developments have revolutionized how doctors see anatomy. To keep pace with this progress, many medical school anatomy curriculums have undergone a facelift. In these new curriculums, radiology has been presented as a practical and sufficient alternative tool for learning anatomy. This study, therefore, aimed to determine the extent of the use of radiologic images in the teaching of anatomy in Ethiopian medical schools. METHODS An online questionnaire was used to collect, compile and analyze data from anatomy instructors in Ethiopian medical schools. RESULTS The survey showed that 55.9% of the instructors used radiologic images of one form or another in their teaching. However, it also revealed radiological images comprise <5% of the total images used in teaching. The majority (73.5%) of the instructors lacked any prior training or coursework in radiologic anatomy. Despite full-time radiology faculties existing in the schools, a relationship between the anatomy and radiology department is virtually unheard of. CONCLUSION The curriculum currently in use in Ethiopian medical schools is designed in a way both vertical and horizontal integration of the traditional subjects are achieved. This way, the introduction of clinical medicine early will provide context and relevance to the learning of basic science. Despite the curriculum's emphasis, we have observed limitations in the degree of integration of anatomy and radiology.
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Affiliation(s)
- Natae Fekadu
- Department of Radiology, School of Medicine, Dire Dawa University, Dire Dawa, Ethiopia
| | - Yared Tekle
- Department of Anatomy, School of Medicine, Dire Dawa University, Dire Dawa, Ethiopia
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Rehman U, Perwaiz I, Sohaib Sarwar M, Brennan PA. Are clinical medical students confident with their head and neck anatomy knowledge? Br J Oral Maxillofac Surg 2022; 60:922-926. [DOI: 10.1016/j.bjoms.2022.01.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Accepted: 01/26/2022] [Indexed: 11/26/2022]
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21
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Patera E. Is There a Correlation Between How Medical Students Study and Prepare for Anatomy and the Reasons Why They Find Anatomy Difficult? ANATOMICAL SCIENCES EDUCATION 2021; 14:853-855. [PMID: 33876582 DOI: 10.1002/ase.2091] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 04/14/2021] [Accepted: 04/14/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Eleni Patera
- Department of Anatomy, School of Biomedical Sciences, College of Medical and Dental Sciences, Institute of Clinical Sciences, University of Birmingham, Birmingham, United Kingdom
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22
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Cheung CC, Yang J, Tipoe GL. Multifactorial learning challenges in anatomy: What is the niche in current research? ANATOMICAL SCIENCES EDUCATION 2021; 14:856-858. [PMID: 34313012 DOI: 10.1002/ase.2125] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 07/23/2021] [Accepted: 07/23/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Chun Chung Cheung
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Jian Yang
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
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