The Integration of Prelaboratory Assignments within Neuroanatomy Augment Academic Performance, Increase Engagement, and Enhance Intrinsic Motivation in Students

Community college student perceptions of digital anatomy models as a curricular resource

Digital model platforms and applications are common in anatomy education and continue to grow in number, which suggests that educators and students find use for these tools despite the lack of widely accepted best practices. Consequently, it is a challenge for educators to mindfully integrate digital models into curriculum. This short-term, longitudinal study investigated the effects of integrating a monoscopic digital model as a teaching tool during lectures on reproductive and endocrine anatomy as an intervention in a community college human anatomy and physiology course. Student use and perceptions of digital models were analyzed for correlation with the nature of the course content and the intervention (n = 92). Academic content significantly affected self-reported student use (p < 0.001) as well as student perceived usefulness of the model (p = 0.02). These findings support the conjecture that digital anatomy models may be better for achieving certain specific learning goals opposed to all learning goals. Integration of digital models as an instructional method did not consistently influence student behavior but it made a difference in participant ability to recognize this technology outside of the lecture. Overall, participants had a positive perception of digital models, although they were not perceived as more important than all other curricular resources. Inclusion of monoscopic digital models for teaching anatomy should be considered by educators since teaching with digital models can demonstrate strengths and weaknesses for students within the context the of learning objectives, assisting students to make more informed decisions about effective learning tools.

The Utilization of Animals as Models for Human Autopsies in Medical Education, Supported by Peer-Assisted Tutoring

Background

Human autopsy is widely used to investigate and confirm the causes of death. Commonly reported cases involve the cardiovascular and cerebral systems. However, human autopsy practices have been restricted due to ethical and religious implications in many countries.

Aim

The study aims to know if using human autopsy techniques on animal models might be an effective way for teaching post-mortem autopsy to medical students and exposing them to clinical pathology involving vital organs in medical education and find out the role of peer-assisted learning in improving the process.

Methods

Two pre-lab sessions were conducted to emphasize the embryological and structural similarities and explain the differences between the human brain and heart and animal models: cow brain and sheep heart. Other two sessions of organ dissection were provided to perform human autopsy techniques on animal models practically for educational purposes. Peer-assisted tutoring was implemented. Questionnaires, interviews, and the Delphi technique were used to triangulate the assessment. A year later, participating foreign exchange students were interviewed to evaluate the long-term impacts based on Kirkpatrick models.

Results

The questionnaire showed students' satisfaction with the autopsy workshops and peer-assisted tutoring. The last session was attended by foreign exchange students whose feedback proves the implementation can be done in different medical education systems around the globe.

Conclusion

This study shows that animal model autopsy provides a valuable alternative in medical education and improves the students' comprehension and clinical skills, and peer-assisted learning has a secondary role in enhancing it.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40670-023-01735-w.

Universal design for learning in anatomy education of healthcare students: A scoping review

There are concerns among healthcare practitioners about poor anatomical knowledge among recent healthcare graduates. Universal Design for Learning (UDL) is a framework developed to enhance students' experience of learning and help students to become motivated learners. This scoping review identified whether UDL has been utilized in third level healthcare education and if so, whether it had been used to enhance student motivation to study anatomy. Seven online databases were searched for studies reporting the use of UDL in the curricula of medical, dental, occupational therapy (OT) or speech and language therapy (SLT) programs. Studies were screened for eligibility with set inclusion criteria. Data were extracted and analyzed. Analysis revealed that UDL was not specifically mentioned in any of the studies thus there are no published studies on UDL being formally applied in healthcare education. However, the authors identified 33 publications that described teaching methods which aligned with UDL in anatomy curricula and a thematic analysis yielded four main themes relating to teaching strategies being employed. Universal design for learning was not mentioned specifically, indicating that educators may not be aware of the educational framework, although they appeared to be utilizing aspects of it in their teaching. The review revealed that there is a lack of research concerning the anatomy education of OT and SLT students. The role of UDL in enhancing motivation to learn anatomy in medical, dental, OT and SLT programs has yet to be explored.