1
|
Goh JSK, Chandrasekaran R, Sirasanagandla SR, Acharyya S, Mogali SR. Efficacy of plastinated specimens in anatomy education: A systematic review and meta-analysis. ANATOMICAL SCIENCES EDUCATION 2024; 17:712-721. [PMID: 38591116 DOI: 10.1002/ase.2424] [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: 10/15/2023] [Revised: 03/19/2024] [Accepted: 03/21/2024] [Indexed: 04/10/2024]
Abstract
Plastination, a permanent preservation method for human tissues and organs, is increasingly being used in anatomy education. However, there is a paucity of systematic reviews and meta-analyses summarizing the educational efficacy of plastinated specimens. This meta-analysis compared the assessment scores of students exposed to plastinated specimens against those exposed to other common instructional methods. A systematic search was conducted through four databases, from 2000 to July 2022. Titles and abstracts of the retrieved records were screened according to predetermined eligibility criteria. Of the 159 records screened, 18 were subjected to full-text review. Among the 18 studies, five articles reported post-intervention test scores for intervention (plastinated) and control (other modalities) groups. Studies were subjected to GRADE quality assessment, and four studies with moderate to high ratings were included for meta-analysis. Students' perceptions (n = 15 studies) were qualitatively analyzed using an inductive narrative analysis. No significant effect was detected between the intervention (n = 417) and control groups (n = 422) (standardized mean difference = 0.08; 95% CI [-0.36, 0.52]; p = 0.73). Four themes emerged from students' perceptions: ease of use, motivation to study, spatial understanding, and learning preference. Overall, student performance outcomes comparing the use of plastinated specimens versus other instructional modalities are very limited. This meta-analysis suggests that knowledge gained from plastinated specimens is comparable to learning achieved through other modalities; though this outcome should be interpreted with caution as there is currently insufficient evidence for definitive conclusions.
Collapse
Affiliation(s)
- Julian Shu Kai Goh
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
| | - Ramya Chandrasekaran
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
| | - Srinivasa Rao Sirasanagandla
- Department of Human and Clinical Anatomy, College of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Oman
| | | | | |
Collapse
|
2
|
Mesner Fireizen S, Finkelstein A, Tsybulsky D, Yakov G, Marom A. Israeli medical faculties' response to the COVID-19 crisis vis-à-vis anatomical education: The cultivation of future academic leadership-A national mixed-methods study. ANATOMICAL SCIENCES EDUCATION 2023; 16:1158-1173. [PMID: 37366773 DOI: 10.1002/ase.2310] [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: 01/16/2023] [Revised: 05/26/2023] [Accepted: 06/06/2023] [Indexed: 06/28/2023]
Abstract
The COVID-19 crisis created unprecedented conditions for the medical academic system that enable it to showcase the real value of learning approaches in anatomical education. In parallel, the ongoing reassessment of the role of dissection in medical training, given the huge advances in imaging technology and science education, continued. The present study investigates the response of the six Israeli medical faculties to the pandemic vis-à-vis anatomical education. We reached out to medical students studying anatomy at the time of the crisis (N = 311), advanced medical students working as anatomy instructors (N = 55), and deans and heads of anatomy departments (N = 6). Applying a mixed-method approach, we used Likert scale questionnaires and held in-depth interviews with faculty members. Our results indicate that Israeli medical faculties were committed to a dissection-based anatomy curriculum and made substantial efforts to maintain it in the face of health restrictions. Students appreciated these efforts as this was their preferred learning method. Through a phenomenological analysis of interviews, we demonstrate how the crisis opened up a unique prism through which new insights into the debated role of dissection may be gleaned. Our analysis also reveals that anatomy instructors played a pivotal role in the crisis, not only because they carried out faculty policy, but especially because it gave them the opportunity to determine policy and show leadership. The crisis additionally enabled faculties to cultivate their leadership skills. Our research confirms donor body dissection as a mainstay of anatomical education and emphasizes its immeasurable value to the curriculum and future physicians.
Collapse
Affiliation(s)
- Shanee Mesner Fireizen
- Department of Anatomy, Faculty of Medicine, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Adi Finkelstein
- Department of Nursing, Jerusalem College of Technology, Jerusalem, Israel
| | - Dina Tsybulsky
- Faculty of Education in Science and Technology, Technion - Israel Institute of Technology, Haifa, Israel
| | - Gila Yakov
- Department of Health Systems Management, The Max Stern Yezreel Valley College, Emek Yezreel, Israel
| | - Assaf Marom
- Department of Anatomy, The Ruth and Bruce Rappaport Faculty of Medicine, Technion - Israel Institute of Technology, Haifa, Israel
| |
Collapse
|
3
|
Hafez SA. Design for assessment of dissection in anatomy laboratory based on group identification of structures and peer evaluation. ANATOMICAL SCIENCES EDUCATION 2022; 15:1045-1059. [PMID: 34662500 DOI: 10.1002/ase.2143] [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: 03/10/2021] [Revised: 08/23/2021] [Accepted: 10/13/2021] [Indexed: 06/13/2023]
Abstract
Dissection is a unique multisensory educational experience and is essential to learning the anatomical construction of the human and animal bodies. This study aims to introduce a specialized design for the assessment of dissection and to discuss the assessment's attributes. The design was a product of the "assessment drives learning" concept and was developed to motivate students to dissect. Students were awarded "dissection points" based on prior group dissection and identification of structures. Students' perception of the design was examined, and content analysis was performed. The assessment consisted of two parts: the first assigning each student group structures to "pin" on their previously dissected cadavers; the second was a group peer evaluation. The most critical factor for the assessment's success was careful selection of structures assigned to students to pin. The assessment was fit for the purpose, valid, reliable, and had a significant educational impact. Eighty-three percent of students (n = 116) recommended maintaining the assessment design, as they felt it promoted a deep approach to learning as well as teamwork while reducing stress to a minimum. A strong correlation (Spearman's rho = 0.46, P < 0.0001) was present between the high rating of the design and the number of structures learned, as well as, high rating and lower stress level (Spearman's rho = 0.40, P < 0.0001). There was no apparent influence of grades on student perception of the effectiveness of the assessment. This specific design of evaluation could be used as part of anatomy education in veterinary and medical schools.
Collapse
Affiliation(s)
- Shireen A Hafez
- School of Veterinary Medicine, Texas Tech University, Amarillo, Texas, USA
| |
Collapse
|
4
|
Características e impactos del aprendizaje entre pares en estudios universitarios en ciencias de la salud: una revisión sistemática. Rev Clin Esp 2022. [DOI: 10.1016/j.rce.2021.02.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
5
|
Characteristics and impacts of peer assisted learning in university studies in health science: A systematic review. Rev Clin Esp 2021; 222:44-53. [PMID: 34629305 DOI: 10.1016/j.rceng.2021.02.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2020] [Accepted: 02/11/2021] [Indexed: 11/21/2022]
Abstract
OBJECTIVE Systematically analyse the characteristics and impact of peer assisted learning programmes implemented in undergraduate health education. METHODS Following the PRISMA protocol, we searched the electronic indexed databases WoS and SCOPUS; original studies reporting peer assisted learning in health science careers were included in the systematic review. Among them, the studies between 2010 and January 2020 were selected, and information regarding programme structures and principal results was subsequently extracted. RESULTS A total of 47 studies were included in the review. The most frequent programme characteristics were the near-peer teaching modality, lecture classes, clinical laboratories and peer tutor training. The main findings identified were benefits in tutors' confidence and knowledge, better student comprehension and a more comfortable learning environment in comparison with that established by academic tutors. CONCLUSION Peer assisted learning programmes have shown qualitative benefits in the learning environment, generation of support networks and confidence in knowledge acquired. Nonetheless, quantitative benefits measured as improvements in marks are inconclusive. Future studies are needed to standardise the methodologies used to determine which characteristics are the most positive in the learning process.
Collapse
|
6
|
Balta JY, Supple B, O'Keeffe GW. The Universal Design for Learning Framework in Anatomical Sciences Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:71-78. [PMID: 32539206 DOI: 10.1002/ase.1992] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 05/07/2020] [Accepted: 06/08/2020] [Indexed: 06/11/2023]
Abstract
Over the past decades, teaching and learning within the discipline of anatomy has undergone significant changes. Some of these changes are due to a reduction in the number of teaching hours, while others are related to advancements in technology. Faced with these many choices for change, it can be difficult for faculty to decide on which new developments in anatomical education need or indeed can be integrated into their course to enhance student learning. This article presents the universal design for learning (UDL) framework-an informed, evidence-based, and robust approach to underpin new course design and pedagogical reform in anatomy education. Universal design for learning is not a theory but a framework grounded in cognitive neuroscience that focuses on engaging multiple brain networks. The guidelines for UDL are organized into three core principles: (1) provide multiple means of representation, (2) provide multiple means of action and expression, and (3) provide multiple means of engagement. The learning space within the anatomy laboratory provides an excellent opportunity in which to apply this framework. This article also describes current trends employed in the teaching of anatomy. The principles of UDL are then outlined, followed by a description of how UDL approaches have been applied in the design and delivery of anatomy practical teaching to first year medical students at University College Cork. Future implications for this work are a consideration and investigation of how a course designed with the principles of UDL at its heart ultimately benefits student learning.
Collapse
Affiliation(s)
- Joy Y Balta
- Department of Anatomy and Neuroscience and Cork Neuroscience Centre, Western Gateway Building, University College Cork, Cork, Ireland
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio
| | - Briony Supple
- Centre for the Integration of Research, Teaching and Learning (CIRTL), University College Cork, Cork, Ireland
| | - Gerard W O'Keeffe
- Department of Anatomy and Neuroscience and Cork Neuroscience Centre, Western Gateway Building, University College Cork, Cork, Ireland
- Centre for the Integration of Research, Teaching and Learning (CIRTL), University College Cork, Cork, Ireland
| |
Collapse
|
7
|
Cotofana S, Lachman N. The Superficial Face Dissection as an Example for Integrating Clinical Approaches, Authentic Learning, and Changing Perspectives in Anatomy Dissection. ANATOMICAL SCIENCES EDUCATION 2020; 13:117-121. [PMID: 30941866 DOI: 10.1002/ase.1881] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2019] [Revised: 03/30/2019] [Accepted: 03/30/2019] [Indexed: 06/09/2023]
Abstract
Hands-on dissection-based learning of anatomy offers an unique and valued experience for medical students. Too often however, the inexperienced student's focus is to avoid damage to unfamiliar structures instead of understanding spatial relationships between structures. This results in unfortunate surrender of a critical learning experience. Additionally, approaches to dissection and anatomic exposure share little alignment to clinical approaches, making it less powerful in clinical applicability. The goal of this viewpoint commentary is based on the experience of the two authors and aims to demonstrate opportunity to introduce clinical approaches for dissection while incorporating relevant anatomical concepts in medical school curriculum that aligns with authentic healthcare practice. Using the dissections of the superficial face as a relevant and current topic of clinical interest, we point out that applying the currently performed dissection approach (medial-to-lateral) falls short of providing sufficient knowledge and understanding of the layered arrangement of facial structures. The lateral-to-medial approach, as performed in surgical face lifting procedures would offer a better understanding of the layers of the face and especially the superficial musculoaponeurotic system (SMAS) accounting for the difficulties of facial dissections on embalmed cadavers. This commentary could offer a potential change in paradigm for students and course facilitators for how to maximize the knowledge transfer during facial dissections. It potentially opens a door to rethink dissection-based learning of anatomy toward techniques and approaches that are aligned to surgical access pathways and thus considered more clinically relevant.
Collapse
Affiliation(s)
- Sebastian Cotofana
- Division of Anatomy, Department of Medical Education, Albany Medical College, Albany, New York
- Division of Plastic Surgery, Department of Surgery, Albany Medical Centre, Albany, New York
| | - Nirusha Lachman
- Department of Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
- Division of Plastic Surgery, Department of Surgery, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| |
Collapse
|
8
|
Anantharaman LT, Ravindranath Y, Dayal S, Shankar N. Peer-assisted learning versus didactic teaching in osteology for first-year Indian undergraduate medical students: a quasi-experimental study. Surg Radiol Anat 2019; 41:1163-1171. [PMID: 31123772 DOI: 10.1007/s00276-019-02259-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2019] [Accepted: 05/17/2019] [Indexed: 11/26/2022]
Abstract
PURPOSE The utility of peer-assisted learning (PAL) in anatomy education has been recognized. In this study, PAL was incorporated into osteology teaching for the first-year medical students and compared to traditional didactic methods (TDM). METHODS This was a cross-over intervention study. The class of 60 students was divided into two equal groups. The first group underwent PAL for five upper limb osteology sessions and TDM for all lower limb osteology classes. The second group underwent TDM for five upper limb osteology classes and PAL for lower limb osteology classes. A pre-session test (PrST) and post-session test (PoST) were conducted for each session using multiple choice type questions. Perceptions of students about PAL were collected using a questionnaire. Between and within group differences were estimated using the independent sample T test and paired T test, respectively. The responses in the questionnaire were summarized and open-ended responses categorized into broad themes. RESULTS Greater group differences were noted in the PrST as compared to the PoST mean scores, with the PAL group showing higher mean scores for both upper and lower limb sessions. Significantly higher PoST scores compared to PrST scores for all the sessions were observed regardless of the method used. Significantly higher scores in the PrST or PoST scores were noted in the PAL group for five sessions. Most aspects of PAL were appreciated by the students. CONCLUSIONS This study provides evidence that PAL is at least as effective as TDM in learning osteology among the first-year medical students.
Collapse
Affiliation(s)
| | - Yogitha Ravindranath
- Department of Anatomy, St. John's Medical College, Sarjapur Road, Bangalore, Karnataka, 560034, India
| | - Stephen Dayal
- Department of Anatomy, St. John's Medical College, Sarjapur Road, Bangalore, Karnataka, 560034, India
| | - Nachiket Shankar
- Department of Anatomy, St. John's Medical College, Sarjapur Road, Bangalore, Karnataka, 560034, India.
| |
Collapse
|
9
|
Harrison CH, Elmansouri A, Parton W, Myers MA, Hall S, Stephens JR, Seaby EG, Border S. The Efficacy of Frontline Near-Peer Teaching in a Modern Medical Curriculum. ANATOMICAL SCIENCES EDUCATION 2019; 12:236-244. [PMID: 30332529 DOI: 10.1002/ase.1827] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2017] [Revised: 07/12/2018] [Accepted: 07/30/2018] [Indexed: 06/08/2023]
Abstract
Within medical education a reduction in curriculum time for subjects, such as anatomy puts pressure on educators to ensure the same learning outcomes are conveyed in less time. This has the potential to impact negatively on student experience. Near-peer teaching (NPT) is often praised as an effective revision tool, but its use as a frontline teaching resource remains unreported. The study explores the potential for NPT to promote delivery of learning outcomes and maximize student experience within a neuroanatomy module for second year medical students. The study occurred in three educational settings, (1) frontline NPT of cranial nerves, (2) revision session NPT of cranial nerves, and (3) NPT alongside faculty staff in laboratory-based neuroanatomy practical exercises. For the first and second components, knowledge was measured using a pre- and post-session test and student perception was ascertained with a questionnaire. For the third component, student perception was assessed with an end-of-module survey. The results show that overall, NPT was well received by learners. A significant knowledge gain was seen between the pre- and post-session test of the frontline NPT session. The study presents evidence in favor of using NPTs to supplement the delivery of learning outcomes in a time and resource constrained curriculum. In particular, for the effective delivery of frontline material. Anat Sci Educ 0: 1-9. © 2018 American Association of Anatomists.
Collapse
MESH Headings
- Anatomy/education
- Cross-Sectional Studies
- Curriculum/statistics & numerical data
- Curriculum/trends
- Education, Medical, Undergraduate/methods
- Education, Medical, Undergraduate/organization & administration
- Education, Medical, Undergraduate/trends
- Educational Measurement
- Humans
- Learning
- Peer Group
- Program Evaluation
- Schools, Medical/organization & administration
- Schools, Medical/statistics & numerical data
- Schools, Medical/trends
- Students, Medical/statistics & numerical data
- Teaching/organization & administration
- Teaching/trends
Collapse
Affiliation(s)
| | - Ahmad Elmansouri
- Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| | - William Parton
- Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| | - Matthew A Myers
- Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| | - Samuel Hall
- Wessex Neurological Centre, University Hospital Southampton, NHS Foundation Trust, Southampton, United Kingdom
| | - Jonny R Stephens
- North West Thames Foundation School, Health Education North West London, London, United Kingdom
| | - Eleanor G Seaby
- Chelsea and Westminster Hospital, NHS Foundation Trust, London, United Kingdom
| | - Scott Border
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| |
Collapse
|
10
|
Mullikin TC, Shahi V, Grbic D, Pawlina W, Hafferty FW. First Year Medical Student Peer Nominations of Professionalism: A Methodological Detective Story about Making Sense of Non-Sense. ANATOMICAL SCIENCES EDUCATION 2019; 12:20-31. [PMID: 29569347 DOI: 10.1002/ase.1782] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2017] [Revised: 02/17/2018] [Accepted: 02/21/2018] [Indexed: 06/08/2023]
Abstract
This article explores the assessment of professionalism within a cohort of medical students during a sequential 13-week medical school histology and anatomy course. Across seven data points, students were asked to identify a professionalism role model from amongst their peers and to score Likert-structured rationales for their decision. Based on density scores, an initial social network analysis identified six peer-nomination "stars." However, analysis of these stars revealed considerable variability and random-like "noise" in both the nomination and explanation data sets. Subsequent analyses of both data sets explored the possibility of underlying patterns in this noise using tests of reliability, principal components factor analysis, and fixed-effects regression analysis. These explorations revealed the presence of two dimensions (professional vs. supportive) in how students sought to explain their nomination decisions. Although data variability remained quite high, significantly less variability was present in the professional than in the supportive dimension, suggesting that academic helpfulness rationales are both empirically distinct and more mutable than rationales grounded in professionalism-related factors. In addition, data showed that the greater the stability in one's choice of a professionalism role model nomination over the T1-T7 data periods, the more stable one's reasons for that nomination-both for professionalism and supportive dimensions. Results indicate that while peer assessment of professionalism by first-year medical students may not be very reliable, students can differentiate between more personal and professional factors, even at this early stage in their professional development. Formal instruction within the pre-clinical curriculum should recognize and address this distinction. Anat Sci Educ. © 2018 American Association of Anatomists.
Collapse
Affiliation(s)
- Trey C Mullikin
- Department of Radiation Oncology Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| | - Varun Shahi
- Department of Emergency Medicine, University of California Los Angeles Medical Center, Los Angeles, California
| | - Douglas Grbic
- Association of American Medical Colleges, District of Columbia, Washington
| | - Wojciech Pawlina
- Department of Anatomy Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
- Program in Professionalism and Values, Mayo Clinic, Rochester, Minnesota
| | - Frederic W Hafferty
- Program in Professionalism and Values, Mayo Clinic, Rochester, Minnesota
- Department of General Internal Medicine, Mayo Clinic, Rochester, Minnesota
| |
Collapse
|
11
|
Irvine S, Williams B, McKenna L. Near-peer teaching in undergraduate nurse education: An integrative review. NURSE EDUCATION TODAY 2018; 70:60-68. [PMID: 30145536 DOI: 10.1016/j.nedt.2018.08.009] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2018] [Revised: 07/04/2018] [Accepted: 08/14/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION/BACKGROUND Studies in peer learning and teaching reported in the nursing literature are mainly descriptive, summarising positive aspects using survey and interviews. Application of pedagogical approaches to near-peer teaching in undergraduate nursing, using educational psychology frameworks to explain the outcomes, is relatively unknown. OBJECTIVES The objective of this integrative review was to ascertain outcomes of near-peer teaching in undergraduate nurse education and theoretical frameworks used to explain outcomes of near-peer teaching. DESIGN Included qualitative and quantitative studies. METHOD The review was conducted in accordance with the PRISMA protocol and Joanna Briggs Institute processes and included studies published between the years 1990 and 2017. Quality appraisal involved two independent reviewers analysing the data, and narrative synthesis was used to report results. RESULTS Two hundred and twenty-one abstracts were assessed independently by two reviewers for relevance to near-peer teaching in undergraduate nurse education, 29 articles selected for further review with 10 meeting the inclusion criteria. Benefits of near-peer teaching were reported as creating a safe supportive learning environment, learners viewing near-peer teachers as effective role models and increased confidence experienced by learner and teacher. Studies focused mainly on cognition in relation to performance with little emphasis on metacognition or affective behaviours, highlighting the need for more studies to provide definitive evidence supporting this pedagogical approach and framing its implementation around theories, particularly from educational psychology. CONCLUSION Lack of training provided to near-peer teachers highlighted that it is imperative that faculty embed near-peer teaching into the curriculum. To develop this educational intervention, studies in near-peer teaching are required to assess affective behaviours and metacognitive qualities of near-peer teachers to determine how this educational intervention can impact learning and performance of both the learner and near-peer teacher.
Collapse
Affiliation(s)
- Susan Irvine
- School of Nursing and Midwifery Northern Centre for Health Education and Research, Room 2.047, College of Science Health and Engineering La Trobe University, 185 Cooper St., Epping, VIC 3076, Australia.
| | - Brett Williams
- Department of Community Emergency Health and Paramedic Practice, Monash University, Level 2, Building H, Peninsula Campus, McMahons Road, Frankston, VIC 3199, Australia.
| | - Lisa McKenna
- School of Nursing and Midwifery, La Trobe University, George Singer Building room 317, College of Science Health and Engineering, Bundoora, VIC 3086, Australia.
| |
Collapse
|
12
|
Medical education for millennials: How anatomists are doing it right. Clin Anat 2018; 32:20-25. [DOI: 10.1002/ca.23259] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2018] [Accepted: 08/06/2018] [Indexed: 01/17/2023]
|
13
|
Agius A, Stabile I. Undergraduate peer assisted learning tutors' performance in summative anatomy examinations: a pilot study. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2018; 9:93-98. [PMID: 29621744 PMCID: PMC5951778 DOI: 10.5116/ijme.5aa3.e2a6] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2017] [Accepted: 03/10/2018] [Indexed: 05/31/2023]
Abstract
OBJECTIVES To compare summative anatomy examination results of Peer Assisted Learning (PAL) tutors and learners in the same undergraduate classroom. METHODS Comparative study of Year-1 medical students who did/did not serve as PAL tutors. PAL tutors gave six hours of teaching in lower limb anatomy. Percent marks for written and spotting examinations were compared between PAL tutors and PAL learners. RESULTS The 12 self-selected PAL tutors were not significantly different from their peers (n=191) in terms of age or nationality, but 20% were female compared to 51% of PAL learners. Except for upper limb anatomy, PAL tutors performed at the same level as their tutees in all basic science examinations taken before PAL was introduced. PAL tutors performed better (M=89.0, SD=8.2) in the lower limb examinations than PAL learners (M=79.7, SD=13.0), but these differences were only statistically significantly bigger in the subject they had taught (t(184) = 2.40, p=0.002). Overall PAL tutors performed better in all anatomy spotting exams in both pre-clinical years (Year-1: M=80.4, SD=7.4; Year-2: M=74.8, SD=3.4) compared to PAL learners (Year-1: M=75.1, SD=6.6; Year-2: M=67.2, SD=3.0; (t(1) = 4.2, p=0.07). CONCLUSIONS Undergraduate PAL tutors performed better than PAL learners in the subject they taught and continued to do so in all anatomy spotting exams, even after the PAL experience had ended, suggesting that actively involving anatomy students as PAL tutors should be encouraged especially among undergraduate medical students.
Collapse
Affiliation(s)
- Andee Agius
- Department of Anatomy, Faculty of Medicine and Surgery, University of Malta, Malta
| | - Isabel Stabile
- Department of Anatomy, Faculty of Medicine and Surgery, University of Malta, Malta
| |
Collapse
|
14
|
Hefler J, Ramnanan CJ. Can CanMEDS competencies be developed in medical school anatomy laboratories? A literature review. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2017; 8. [PMID: 28650843 PMCID: PMC5511744 DOI: 10.5116/ijme.5929.4381] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
OBJECTIVES The purpose of this literature review was to identify potential ways in which undergraduate medical anatomy education may be relevant to the CanMEDS Roles, a competency-based framework used throughout Canadian medical training. METHODS A scoping review of medical education literature was conducted in March 2017 for English language publications that included key words related to anatomy education and to key competencies formally described for each of the Roles in the CanMEDS 2015 framework. Indicated benefits were then collated, characterized, and synthesized for each CanMEDS Role. RESULTS There were 71 studies identified describing original findings. Perceived benefits of anatomy education were most often identified for competencies related to the Medical Expert Role. Multiple studies also cited benefits related to the Scholar, Professional and Collaborator Roles. There was a lack of literature related to the Health Advocate, Communicator, and Leader Roles. The majority of benefits defined in the literature were limited to student perceptions rather than objectively measured outcomes. CONCLUSIONS There is some evidence to suggest that anatomy education can facilitate the development of core competencies related to several CanMEDS Roles, outside of simply developing medical knowledge in the Medical Expert Role. Future studies need to develop methods to objectively assess outcomes related to these competencies.
Collapse
Affiliation(s)
- Joshua Hefler
- Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Canada
| | - Christopher J. Ramnanan
- Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Canada
| |
Collapse
|
15
|
Pais D, Casal D, Mascarenhas-Lemos L, Barata P, Moxham BJ, Goyri-O'Neill J. Outcomes and satisfaction of two optional cadaveric dissection courses: A 3-year prospective study. ANATOMICAL SCIENCES EDUCATION 2017; 10:127-136. [PMID: 27483443 DOI: 10.1002/ase.1638] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2015] [Revised: 07/04/2016] [Accepted: 07/15/2016] [Indexed: 06/06/2023]
Abstract
Teaching time dedicated to anatomy education has been reduced at many medical schools around the world, including Nova Medical School in Lisbon, Portugal. In order to minimize the effects of this reduction, the authors introduced two optional, semester-long cadaveric dissection courses for the first two years of the medical school curriculum. These courses were named Regional Anatomy I (RAI) and Regional Anatomy II (RAII). In RAI, students focus on dissecting the thorax, abdomen, pelvis, and perineum. In RAII, the focus shifts to the head, neck, back, and upper and lower limbs. This study prospectively analyzes students' academic achievement and perceptions within the context of these two, newly-introduced, cadaveric dissection courses. Students' satisfaction was assessed anonymously through a questionnaire that included items regarding students' perception of the usefulness of the courses for undergraduate teaching, as well as with regards to future professional activity. For each of the three academic years studied, the final score (1 to 20) in General Anatomy (GA), RAI, and RAII was on average 14.26 ± 1.89; 16.94 ± 1.02; 17.49 ± 1.01, respectively. The mean results were lower in GA than RAI or RAII (P < 0.001). Furthermore, students who undertook these courses ranked them highly with regards to consolidating their knowledge of anatomy, preparing for other undergraduate courses, and training for future clinical practice. These survey data, combined with data on participating students' academic achievement, lend strong support to the adoption of similar courses as complementary and compulsory disciplines in a modern medical curriculum. Anat Sci Educ 10: 127-136. © 2016 American Association of Anatomists.
Collapse
Affiliation(s)
- Diogo Pais
- Department of Anatomy, Nova Medical School, Faculty of Medical Sciences, Universidade Nova De Lisboa, Lisbon, Portugal
| | - Diogo Casal
- Department of Anatomy, Nova Medical School, Faculty of Medical Sciences, Universidade Nova De Lisboa, Lisbon, Portugal
- Department of Plastic and Reconstructive Surgery and Burn Unit, Centro Hospitalar De Lisboa Central, Lisbon, Portugal
| | - Luís Mascarenhas-Lemos
- Department of Anatomy, Nova Medical School, Faculty of Medical Sciences, Universidade Nova De Lisboa, Lisbon, Portugal
- Department of Pathology, Centro Hospitalar De Lisboa Central, Lisbon, Portugal
| | - Pedro Barata
- Department of Anatomy, Nova Medical School, Faculty of Medical Sciences, Universidade Nova De Lisboa, Lisbon, Portugal
- Department of Oncology, Centro Hospitalar De Lisboa Central, Lisbon, Portugal
| | - Bernard J Moxham
- Cardiff School of Biosciences, Cardiff University, Cardiff, Wales, United Kingdom
- Department of Anatomical Sciences, School of Medicine, St. George's University, True Blue, Grenada, West Indies
| | - João Goyri-O'Neill
- Department of Anatomy, Nova Medical School, Faculty of Medical Sciences, Universidade Nova De Lisboa, Lisbon, Portugal
| |
Collapse
|
16
|
Irvine S, Williams B, McKenna L. How are we assessing near-peer teaching in undergraduate health professional education? A systematic review. NURSE EDUCATION TODAY 2017; 50:42-50. [PMID: 28012361 DOI: 10.1016/j.nedt.2016.12.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2016] [Revised: 11/21/2016] [Accepted: 12/08/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Near Peer teaching (NPT) is reported as an effective pedagogical approach to student learning and performance. Studies in medicine, nursing and health sciences have relied mainly on self-reports to describe its benefits, focusing on psychomotor and cognitive aspects of learning. Despite increasing research reports on peer teaching internationally, little is known about the various domains of learning used in assessment of performance and objective learning outcomes of NPT. OBJECTIVE To determine the domains of learning and assessment outcomes used in NPT in undergraduate health professional education. METHODS Quantitative systematic review was conducted in accord with the PRISMA protocol and the Joanna Briggs Institute processes. A wide literature search was conducted for the period 1990-November 2015 of fourteen databases. Grey literature was undertaken from all key research articles. Studies meeting the inclusion criteria were eligible for consideration, including measured learning outcomes of near-peer teaching in undergraduate education in nursing, medicine and health sciences. Set limitations included publications after 1990 (2015 inclusive), English language and objective learning outcomes. A quality appraisal process involving two independent reviewers was used to analyse the data. RESULTS Of 212 selected articles, 26 were included in the review. Terminology was confusing and found to be a barrier to the review process. Although some studies demonstrated effective learning outcomes resulting from near-peer teaching, others were inconclusive. Studies focused on cognitive and psychomotor abilities of learners with none assessing metacognition, affective behaviours or learning outcomes from quality of understanding. CONCLUSION The studies reviewed focused on cognitive and psychomotor abilities of learners. Even though evidence clearly indicates that metacognition and affective behaviours have direct influence on learning and performance, indicating more research around this topic is warranted. Methodological quality of the studies and lack of theoretical frameworks underpinned by educational psychology may have contributed to inconsistencies in learning outcomes reported.
Collapse
Affiliation(s)
- Susan Irvine
- School of Nursing and Midwifery, 10 Chancellors Walk, Monash University, Clayton, Victoria 3800, Australia.
| | - Brett Williams
- Department of Community Emergency Health and Paramedic Practice, Monash University, Level 2, Building H, Peninsula Campus, McMahons Road, Frankston VIC 3199, Australia.
| | - Lisa McKenna
- School of Nursing and Midwifery, 10 Chancellors Walk, Monash University, Clayton, Victoria 3800, Australia.
| |
Collapse
|
17
|
Kim J, Chung MS, Jang HG, Chung BS. The use of educational comics in learning anatomy among multiple student groups. ANATOMICAL SCIENCES EDUCATION 2017; 10:79-86. [PMID: 27233080 DOI: 10.1002/ase.1619] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2015] [Revised: 03/08/2016] [Accepted: 04/12/2016] [Indexed: 06/05/2023]
Abstract
Understanding basic human anatomy can be beneficial for all students, regardless of when, or if, they will later undertake a formal course in the subject. For students who are preparing to undertake a formal anatomy course, educational comics on basic anatomy can serve as a concise and approachable review of the material. For other students, these comics can serve as a helpful and fun introduction to the human body. The objective of the comics in this study was to promote an understanding of fundamental human anatomy through self-learning among students. Based on the authors' previous teaching experience, these anatomy comics were produced in a simple, direct style. The comics were titled after the two main characters, "Anna" (a girl) and "Tommy" (a boy). These comics were then presented to groups of elementary school students, high school students, premedical students, and medical students to assess the comics' ability to enhance student interest and comprehension of basic anatomy. Quiz scores among high school students and premedical students were significantly higher among participants who read the educational comics, indicating a deeper comprehension of the subject. Among medical students, close reading of the comics was associated with improved course grades. These educational anatomy comics may be helpful tools to enrich a broad spectrum of different students in learning basic human anatomy. Anat Sci Educ 10: 79-86. © 2016 American Association of Anatomists.
Collapse
Affiliation(s)
- Jiyoon Kim
- College of Liberal Arts and Sciences, University of Colorado Denver, Denver, Colorado
| | - Min Suk Chung
- Department of Anatomy, Ajou University School of Medicine, Suwon, Republic of Korea
| | - Hae Gwon Jang
- Graduate School of Information and Communication, Ajou University, Suwon, Republic of Korea
| | - Beom Sun Chung
- Department of Anatomy, Ajou University School of Medicine, Suwon, Republic of Korea
| |
Collapse
|
18
|
Reyes-Hernández CG, de la O-Gutiérrez J, de la Fuente-Villarreal D, Jacobo-Baca G, Quiroga-Garza A, Salinas-Zertuche A, Elizondo-Omaña RE, López SG. Students helping students: Five years of experience. ANATOMICAL SCIENCES EDUCATION 2016; 9:400-401. [PMID: 27273878 DOI: 10.1002/ase.1624] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2016] [Accepted: 05/04/2016] [Indexed: 06/06/2023]
Affiliation(s)
| | - Jorge de la O-Gutiérrez
- Department of Human Anatomy, School of Medicine, Autonomous University of Nuevo Leon, Monterrey, Mexico
| | | | - Guillermo Jacobo-Baca
- Department of Human Anatomy, School of Medicine, Autonomous University of Nuevo Leon, Monterrey, Mexico
| | - Alejandro Quiroga-Garza
- Department of Human Anatomy, School of Medicine, Autonomous University of Nuevo Leon, Monterrey, Mexico
| | - Alfonso Salinas-Zertuche
- Department of Human Anatomy, School of Medicine, Autonomous University of Nuevo Leon, Monterrey, Mexico
| | - Rodrigo Enrique Elizondo-Omaña
- Research Coordinator, Department of Human Anatomy, School of Medicine, Autonomous University of Nuevo Leon, Monterrey, Mexico
| | - Santos Guzmán López
- Dean, School of Medicine, Chair, Department of Human Anatomy,, Autonomous University of Nuevo Leon, Monterrey, Mexico
| |
Collapse
|
19
|
McNulty MA, Stevens-Sparks C, Taboada J, Daniel A, Lazarus MD. An anatomy precourse enhances student learning in veterinary anatomy. ANATOMICAL SCIENCES EDUCATION 2016; 9:344-356. [PMID: 26669269 DOI: 10.1002/ase.1590] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2015] [Revised: 11/18/2015] [Accepted: 11/19/2015] [Indexed: 06/05/2023]
Abstract
Veterinary anatomy is often a source of trepidation for many students. Currently professional veterinary programs, similar to medical curricula, within the United States have no admission requirements for anatomy as a prerequisite course. The purpose of the current study was to evaluate the impact of a week-long precourse in veterinary anatomy on both objective student performance and subjective student perceptions of the precourse educational methods. Incoming first year veterinary students in the Louisiana State University School of Veterinary Medicine professional curriculum were asked to participate in a free precourse before the start of the semester, covering the musculoskeletal structures of the canine thoracic limb. Students learned the material either via dissection only, instructor-led demonstrations only, or a combination of both techniques. Outcome measures included student performance on examinations throughout the first anatomy course of the professional curriculum as compared with those who did not participate in the precourse. This study found that those who participated in the precourse did significantly better on examinations within the professional anatomy course compared with those who did not participate. Notably, this significant improvement was also identified on the examination where both groups were exposed to the material for the first time together, indicating that exposure to a small portion of veterinary anatomy can impact learning of anatomical structures beyond the immediate scope of the material previously learned. Subjective data evaluation indicated that the precourse was well received and students preferred guided learning via demonstrations in addition to dissection as opposed to either method alone. Anat Sci Educ 9: 344-356. © 2015 American Association of Anatomists.
Collapse
Affiliation(s)
- Margaret A McNulty
- Department of Comparative Biomedical Sciences, Louisiana State University School of Veterinary Medicine, Baton Rouge, Louisiana
| | - Cathryn Stevens-Sparks
- Department of Comparative Biomedical Sciences, Louisiana State University School of Veterinary Medicine, Baton Rouge, Louisiana
| | - Joseph Taboada
- Department of Veterinary Clinical Sciences, Louisiana State University School of Veterinary Medicine, Baton Rouge, Louisiana
| | - Annie Daniel
- Department of Veterinary Clinical Sciences, Louisiana State University School of Veterinary Medicine, Baton Rouge, Louisiana
| | - Michelle D Lazarus
- Department of Anatomy and Developmental Biology, Center for Human Anatomy Education, Monash University, Melbourne, Victoria, Australia
| |
Collapse
|
20
|
Lachman N, Pawlina W. Drawing from a culture of active learning: Student-initiated peer education. Clin Anat 2016; 29:428-9. [PMID: 26890158 DOI: 10.1002/ca.22701] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2016] [Accepted: 02/15/2016] [Indexed: 11/07/2022]
Affiliation(s)
- Nirusha Lachman
- Department of Anatomy, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota
| | - Wojciech Pawlina
- Department of Anatomy, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota
| |
Collapse
|
21
|
Khan O, Soorma T, Nawab F, Quraishi M. Response to: "Near-peer driven dissection selective: A primer to the medical school anatomy course". Clin Anat 2016; 29:427. [PMID: 26823293 DOI: 10.1002/ca.22697] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2016] [Accepted: 01/20/2016] [Indexed: 11/12/2022]
Affiliation(s)
- O Khan
- School of Medicine, Barts and the London School of Medicine and Dentistry, Whitechapel, United Kingdom
| | - T Soorma
- School of Medicine, Barts and the London School of Medicine and Dentistry, Whitechapel, United Kingdom
| | - F Nawab
- School of Medicine, Barts and the London School of Medicine and Dentistry, Whitechapel, United Kingdom
| | - M Quraishi
- School of Medicine, Barts and the London School of Medicine and Dentistry, Whitechapel, United Kingdom
| |
Collapse
|