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Buhlheller G, Steinborn A, Brunk I. Evaluation of the (clinical) relevance of gross anatomical teaching for dental students and practicing oral surgeons in Berlin. Ann Anat 2024; 254:152237. [PMID: 38417483 DOI: 10.1016/j.aanat.2024.152237] [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: 05/16/2023] [Revised: 02/06/2024] [Accepted: 02/20/2024] [Indexed: 03/01/2024]
Abstract
Knowledge of human anatomy is an important scientific basis for every dentist, and the adequacy of its provision by anatomy faculties is therefore constantly being adapted. Students' motivation to comprehend knowledge is a fundamental prerequisite and has been shown to increase when the relevance of the subject is clear. This study examines dental students' perceptions of the relevance of the anatomy curriculum, with particular reference to clinical practice and the dissection course, in conjunction with the perceptions of surgically specialized dentists. The distinctions between the participating groups concerning their perceived relevance are being discussed particularly regarding their applicability to improve the anatomical education of dental students. The overall aim is to find and highlight aspects of the clinical use of anatomical knowledge towards students, which they are unable to apprehend yet. A questionnaire consisting of information on demographics and professional competence as well as a Likert-style section was administered to dental students at Charité Universitätsmedizin in 2019/2020 (n = 322, 84.96%) and a modified version with congruent questions was administered retrospectively to oral surgeons practicing in Berlin in 2020 (n = 81, 63.3%). A Wilcoxon rank-sum test was used to examine differences in responses between the cohorts. Demographic data and professional competence were correlated with the participants' ratings of the given statements using Spearman's rank correlation coefficient. Both groups of respondents expressed a high level of appreciation of the overall relevance of anatomical knowledge, valued the teaching of all human anatomy for dental education, and recognized the relevance of anatomical knowledge for clinical practice. The importance of the dissection course was also rated relatively high by both groups of respondents. The overall appreciation of anatomical knowledge was more prevalent among oral surgeons. There were few correlations between demographics in our findings, showing slightly higher motivation in female students and a growing appreciation of anatomical knowledge as students qualification progressed. The demographics and post-qualification experience of the participating oral surgeons did not influence their perceptions. The results of this survey suggest that there is potential to increase the motivation of dental students to learn anatomy by emphasizing clinical relevance, as perceived by experienced practitioners, during the anatomy curriculum.
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Affiliation(s)
- Gerald Buhlheller
- Institut für Integrative Neuroanatomie, Charité-Universitätsmedizin Berlin, Berlin, Germany
| | - Anna Steinborn
- Institut für Integrative Neuroanatomie, Charité-Universitätsmedizin Berlin, Berlin, Germany.
| | - Irene Brunk
- Institut für Integrative Neuroanatomie, Charité-Universitätsmedizin Berlin, Berlin, Germany
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2
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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.
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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
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Cui D, Moxham BJ. A core syllabus for histology within the medical curriculum - The cardiovascular and lymphoid systems, the respiratory and digestive systems, and the integument. Clin Anat 2023; 36:915-925. [PMID: 37194679 DOI: 10.1002/ca.24063] [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: 03/11/2023] [Revised: 05/05/2023] [Accepted: 05/06/2023] [Indexed: 05/18/2023]
Abstract
Medical courses worldwide are undergoing significant curricular changes, including the teaching and learning of histology. In order to set international standards for the anatomical sciences, the International Federation of Associations of Anatomists (IFAA) is developing core anatomical syllabuses by means of Delphi panels. Already published is a core syllabus for the teaching of the cell and the basic tissues within medicine. Here, we record the deliberations of an IFAA Delphi panel commissioned to develop core subject matter for the teaching within a medical histology course of the cardiovascular and lymphatic circulatory system, the lymphoid, respiratory, and digestive systems, and the integument. The Delphi panel was comprised of academics from multiple countries who were required to review relevant histological topics/items by evaluating each topic as being either "Essential," "Important," "Acceptable," or "Not required." Topics that were rated by over 60% of the panelists as being "Essential" are reported in this paper as being core topics for the teaching of medical histology. Also reported are topics that, while not reaching the threshold for being designated as core material, may be recommended or not required within the curriculum.
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Affiliation(s)
- Dongmei Cui
- Department of Neurobiology & Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi, USA
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Hayes JA, Temple-Smith MJ. Teaching vulval anatomy in the twenty-first century: The Australian experience. ANATOMICAL SCIENCES EDUCATION 2023. [PMID: 36807881 DOI: 10.1002/ase.2264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 02/12/2023] [Accepted: 02/19/2023] [Indexed: 06/18/2023]
Abstract
Anatomy has often been regarded as an immutable discipline where everything that needs to be known is known. This article focuses on the teaching of vulval anatomy, the diversification of gender in contemporary society, and the increasing popularity of the Female Genital Cosmetic Surgery (FGCS) industry. The binary language and singular structural arrangements contained in lectures and chapters on "female genital anatomy" are nowadays rendered exclusive and incomplete. A series of 31 semi-structured interviews with Australian anatomy teachers identified barriers and facilitators for teaching vulval anatomy to contemporary student cohorts. Barriers included lack of connection to contemporary clinical practice, time and technical difficulty involved in regularly updating online presentations, the crowded curriculum, personal sensitivity to teaching vulval anatomy, and reluctance to introduce inclusive terminology. Facilitators included lived experience, regular use of social media, and institutional initiatives toward inclusivity including the support of queer colleagues.
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Affiliation(s)
- Jennifer A Hayes
- Department of General Practice, Melbourne Medical School, University of Melbourne, Parkville, Victoria, Australia
- Department of Anatomy and Physiology, School of Biomedical Sciences, University of Melbourne, Parkville, Victoria, Australia
| | - Meredith J Temple-Smith
- Department of General Practice, Melbourne Medical School, University of Melbourne, Parkville, Victoria, Australia
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Tsai PF, Han DY. Exploring factors influencing dental students’ negative emotions during a gross anatomy laboratory in Taiwan. J Dent Sci 2022; 18:681-688. [PMID: 37021266 PMCID: PMC10068364 DOI: 10.1016/j.jds.2022.10.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 10/11/2022] [Indexed: 11/08/2022] Open
Abstract
Background/purpose Negative emotions of medical students during a gross anatomy laboratory are documented in the field of medical education, but those of dental students are relatively less reported in the literature. The purpose of the present study was to explore negative emotions of dental students during the gross anatomy laboratory and possible influential factors. Materials and methods Basic demographic variables, gross anatomy learning attitudes, and/or life attitudes were collected at five time points among year 2 dental students (n = 49) at a medical university in northern Taiwan. Multi-hierarchical regression analyses were executed to explore possible factors that led to negative emotions. Results Students who were older, had more-positive attitudes towards life, and had more-positive attitudes towards the anatomy laboratory tended to have weaker negative emotions when they first faced the cadavers. Having a tendency to care about and help people and having a grateful attitude also significantly predicted weaker negative emotions at the middle and end of the semester, respectively. Conclusion Negative emotions of younger dental students who first encounter a cadaver should be of concern. Striving to improve students' positive attitudes toward life, positive attitudes toward the gross anatomy laboratory, willingness to care about and help people, and an overall grateful attitude may help reduce negative emotions during the gross anatomy laboratory. At an institutional level, integrating educational activities that reduce negative emotions toward cadavers by dental students is highly recommended.
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Affiliation(s)
- Po-Fang Tsai
- Graduate Institute of Humanities in Medicine, College of Humanities and Social Sciences, Taipei Medical University, Taipei, Taiwan
- Department of Education and Humanities in Medicine, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Der-Yan Han
- Department of Education and Humanities in Medicine, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
- Section of Liberal Arts, Center for General Education, Taipei Medical University, Taipei, Taiwan
- Corresponding author. Section of Liberal Arts, Center for General Education, Taipei Medical University, 250 Wu-Xing St., Xinyi District, Taipei 11031, Taiwan.
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Hayes JA, Temple‐Smith MJ. New context, new content-Rethinking genital anatomy in textbooks. ANATOMICAL SCIENCES EDUCATION 2022; 15:943-956. [PMID: 35098676 PMCID: PMC9541205 DOI: 10.1002/ase.2173] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Revised: 12/01/2021] [Accepted: 01/26/2022] [Indexed: 06/14/2023]
Abstract
It has been widely claimed that reductions in allocated teaching time and the widespread implementation of short-cut teaching methodologies have led to a shortfall in anatomy knowledge among graduating doctors. This decline in knowledge is evident in the failure of anatomy content to prepare graduates for contemporary clinical practice. The implications for postgraduate surgical training are addressed in the numerous extracurricular anatomy courses available to surgical candidates. This paper focuses on genital diversity and its relevance to non-surgical graduates, thus highlighting another potential impact of this knowledge shortfall on frontline clinic consultations. As the gender revolution and female genital cosmetic surgery industry flourish, nothing in contemporary anatomy textbooks addresses issues of diversification of female genitalia nor gives medical graduates a realistic view of what is normal regarding female genital appearance.
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Affiliation(s)
- Jennifer A. Hayes
- Department of General PracticeMelbourne Medical SchoolUniversity of MelbourneParkvilleVictoriaAustralia
- Department of Anatomy and NeuroscienceSchool of Biomedical SciencesUniversity of MelbourneMelbourneVictoriaAustralia
| | - Meredith J. Temple‐Smith
- Department of General PracticeMelbourne Medical SchoolUniversity of MelbourneParkvilleVictoriaAustralia
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Cui D, Moxham BJ. A core syllabus for histology within the medical curriculum-The cell and basic tissues. Clin Anat 2021; 34:483-495. [PMID: 33449424 DOI: 10.1002/ca.23720] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2020] [Revised: 01/09/2021] [Accepted: 01/09/2021] [Indexed: 11/09/2022]
Abstract
The International Federation of Associations of Anatomists (IFAA) are developing core syllabuses for the anatomical sciences by means of Delphi panels. In this article, we provide the core subject matter for the teaching of the cell and of basic tissues within a medical histology course. The goal is to set an international standard providing guidelines for such a core syllabus. The Delphi panel, composed of members across multiple countries, required two rounds to evaluate 257 relevant items/topics approved by the IFAA. Based on the perception of the core knowledge of histology, the items were to be rated by each member of the Delphi panel as being "Essential," "Important," "Acceptable," or "Not required." Topics that were rated by over 60% of the panelists as being "Essential" and "Important" are provided in this article and are recommended for the teaching of medical histology.
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Affiliation(s)
- Dongmei Cui
- Department of Neurobiology & Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi, USA
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8
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Supporting early career anatomists: An international challenge. Ann Anat 2020; 231:151520. [DOI: 10.1016/j.aanat.2020.151520] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Revised: 03/27/2020] [Accepted: 04/02/2020] [Indexed: 11/23/2022]
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Marom A. The Birth, Death, and Renaissance (?) of Dissection: A Critique of Anatomy Teaching With-or Without-the Human Body. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:999-1005. [PMID: 31764082 DOI: 10.1097/acm.0000000000003090] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
A riveting debate regarding the fate of dissection, the classical method of anatomy, is sweeping through medical academia, as imaging tools gain a greater foothold in anatomy teaching programs. This Perspective does not aim to grapple with the question of "how should anatomy be taught" but rather to explain why the transformation of anatomical education is taking place by situating these developments in the broader philosophical context of modern medicine, offered by Michel Foucault's The Birth of the Clinic: An Archaeology of Medical Perception. Emphasizing the body's crucial role in the epistemological change in medical practice in the early 19th century, Foucault coined the term "medical gaze" to denote the doctor's observation of the patient's body in search of signs of disease. Within this new systematic perception of disease, which brought about the anatomo-clinical method, the clinical gaze thus embraced the study of the body via dissection. The author contends that the introduction of medical imaging into the diagnostic process has resulted in a shift in the focus of the clinical gaze from the body to its medical image and that this process is mirrored in anatomy by its discarding of the cadaver. Given the fundamental differences between the phenomenology of the body and its medical image, the author suggests that when using medical images in medical schools and teaching hospitals, one teaches, at the very least, a new kind of anatomy. Foucault's analysis of the painting The Treachery of Images by Réne Magritte lends some support to the ideas presented here.
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Affiliation(s)
- Assaf Marom
- A. Marom is head of anatomy education, The Ruth and Bruce Rappaport Faculty of Medicine, Technion-Israel Institute of Technology, Haifa, Israel; ORCID: https://orcid.org/0000-0003-0537-4661
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10
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Abdellatif H. Time Spent in Practicing Dissection Correlated with Improvement in Anatomical Knowledge of Students: Experimental Study in an Integrated Learning Program. Cureus 2020; 12:e7558. [PMID: 32269892 PMCID: PMC7138458 DOI: 10.7759/cureus.7558] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
Introduction and aim Cadaveric dissection has long been used as the main domain for teaching anatomy in medical schools. However, recently with a limited number of cadavers and time for practicing dissection, prosections and anatomical models are widely used and may replace traditional dissection. We aimed to explore the possible association between practicing dissection and test results among medical students and to determine whether there are differences in achievements between students who studied anatomy by cadaveric dissection and those who used prosections and anatomical models. Methods The study was conducted at the University of Bisha, College of Medicine, Saudi Arabia, during the period from March to August 2017. Students were randomly assigned to one of two groups (50 in each). The first group studied anatomy (upper limb course) by practicing dissection while the other studied it by using prosections and anatomical models. Both groups were subjected to the same final assessments. Scores of both groups were compared by using the Student’s t-test. Correlation analysis between time spent in practicing dissection (carefully registered using a predesigned portfolio and an attendance logbook) and assessment grades was implemented using the rank-based Pearson correlation coefficient. Results Students practicing dissection achieved higher grades (169 ± 1.99) than those who studied anatomy by only using prosections and anatomical models (142 ± 1.78, p<0.001). There was an association between the time spent in practicing dissections and overall anatomy summative assessments (r2=0.841, p<0.001). Students expressed positive responses towards the effectiveness and value of practicing dissection. Conclusions We concluded that practicing dissection helps students to achieve higher results than learning using only models and prosections. Time spent in practicing dissection correlated with final assessment results. Further research is required to measure not only the statistical significance of results but also their educational effectiveness and long term learning outcomes.
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Affiliation(s)
- Hussein Abdellatif
- Human and Clinical Anatomy, Sultan Qaboos University, College of Medicine and Health Sciences, Muscat, OMN.,Anatomy and Embryology, Faculty of Medicine, University of Mansoura, Mansoura, EGY
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Sotgiu MA, Mazzarello V, Bandiera P, Madeddu R, Montella A, Moxham B. Neuroanatomy, the Achille's Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy. ANATOMICAL SCIENCES EDUCATION 2020; 13:107-116. [PMID: 30702219 DOI: 10.1002/ase.1866] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2018] [Revised: 12/30/2018] [Accepted: 01/25/2019] [Indexed: 06/09/2023]
Abstract
Neuroanatomy has been deemed crucial for clinical neurosciences. It has been one of the most challenging parts of the anatomical curriculum and is one of the causes of "neurophobia," whose main implication is a negative influence on the choice of neurology in the near future. In the last decades, several educational strategies have been identified to improve the skills of students and to promote a deep learning. The aim of this study was to systematically review the literature to identify the most effective method/s to teach human neuroanatomy. The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate medical courses from January 2006 through December 2017. The primary outcome was the observation of improvement of anatomical knowledge in undergraduate medical students. Secondary outcomes were the amelioration of long-term retention knowledge and the grade of satisfaction of students. Among 18 selected studies, 44.4% have used three-dimensional (3D) teaching tools, 16.6% near peer teaching tool, 5.55% flipped classroom tool, 5.55% applied neuroanatomy elective course, 5.55% equivalence-based instruction-rote learning, 5.55% mobile augmented reality, 5.55% inquiry-based clinical case, 5.55% cadaver dissection, and 5.55% Twitter. The high in-between study heterogeneity was the main issue to identify the most helpful teaching tool to improve neuroanatomical knowledge among medical students. Data from this study suggest that a combination of multiple pedagogical resources seems to be the more advantageous for teaching neuroanatomy.
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Affiliation(s)
- Maria Alessandra Sotgiu
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Vittorio Mazzarello
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Pasquale Bandiera
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Roberto Madeddu
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Andrea Montella
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Bernard Moxham
- Cardiff School of Biosciences, Cardiff University, Cardiff, United Kingdom
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12
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Moxham BJ, Plaisant O, Lignier B, Morgan S. Attitudes and Responses of Medical Students and Professional Anatomists to Dissecting Different Regions of the Body. Clin Anat 2018; 32:253-267. [PMID: 30295961 DOI: 10.1002/ca.23294] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Accepted: 09/30/2018] [Indexed: 11/07/2022]
Abstract
Although there have been many studies assessing emotional responses of medical students to the dissecting room experience, little is known about whether dissecting particular regions of the human body cause more concern than others. Furthermore, no studies have been conducted on the concerns of professional anatomists. In this study, we assessed the hypothesis that medical students are more concerned about the dissection of the face, the perineum and the extremities of the limbs. We also hypothesized that there are gender differences. For the reactions of a group of professional anatomists from the United States and Europe we hypothesized that they were less concerned than the medical students and showed no differences across the regions of the body. The hypotheses were tested by means of questionnaires distributed to medical students at Cardiff University and at the Descartes Paris University who had recently completed their anatomy courses and to anatomists working at universities in Europe and the USA. Ethical approval for the study was obtained from the ethical committees at the Cardiff School of Biosciences and at Paris and all data was obtained by consent of the respondents and remained confidential. The findings were complex, although the level of concern was low overall. Some regional differences were discerned, particularly concerning the face, the perineum, the hand and the female chest. Anatomists were less concerned than the students and female students and female anatomists showed more concern than their male counterparts. Few differences were discerned however between student respondents who had positive and neutral attitudes to gender "politics" and those who espoused negative views. We recommend that, at the start of an anatomy dissection course, time is spent dealing with sensitive issues (including equality and diversity issues), emotional responses, and matters pertaining to mortality. However, we argue that this should not involve hiding regions of the body, nor overreacting to the natural anxiety of students, since doing either of these things could enhance negative reactions and stifle the progress of the student from being a layperson to a competent healthcare professional. Clin. Anat. 32:253-267, 2019. © 2018 Wiley Periodicals, Inc.
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Affiliation(s)
- Bernard John Moxham
- Cardiff School of Biosciences, Cardiff University, Museum Avenue, Cardiff, United Kingdom.,St. George's University, St. George's, Grenada
| | - Odile Plaisant
- University of Paris Descartes, Sorbonne Paris Cité, URDIA, Paris, France
| | - Baptiste Lignier
- Laboratoire de Psychopathologie et Psychologie Médicale (LPPM-EA 4452), Université Bourgogne-Franche Comté, Pole AAFE, Dijon, France
| | - Susan Morgan
- Cardiff School of English, Communication and Philosophy, Cardiff University, Cardiff, United Kingdom
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Moxham B. The questions that are asked are as important as the methods that are used and the data that are collected!: Some comments relating to the paper by Wilson et al., A meta‐analysis of anatomy laboratory pedagogies. Clin Anat 2018; 31:1205-1206. [DOI: 10.1002/ca.23188] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2018] [Accepted: 04/16/2018] [Indexed: 11/10/2022]
Affiliation(s)
- Bernard Moxham
- Cardiff School of Biosciences, Cardiff UniversityCardiff WalesCF10 3AX United Kingdom
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Field JC, Kavadella A, Szep S, Davies JR, DeLap E, Manzanares Cespedes MC. The Graduating European Dentist-Domain III: Patient-Centred Care. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21 Suppl 1:18-24. [PMID: 29205781 DOI: 10.1111/eje.12310] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/11/2017] [Indexed: 06/07/2023]
Abstract
This position paper outlines the areas of competence and learning outcomes of "The Graduating European Dentist" that specifically relate to patient-centred care. This approach is becoming increasingly prominent within the literature and within policy documents. Whilst working to an evidence base is critical, dentists must also be aware of the scientific basis that underpins the treatment they provide. The evaluation process, which supports treatment planning, also requires dentists to be able to listen, collate, and record pertinent information effectively. In addition, the ability to account for a patient's social, cultural and linguistic needs (cultural competence) will result in a practitioner who is able to treatment plan for patient-centred care.
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Affiliation(s)
- J C Field
- The University of Sheffield, Sheffield, UK
| | | | - S Szep
- University of Frankfurt, Frankfurt, Germany
| | | | - E DeLap
- Trinity College Dublin, Dublin 2, Ireland
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15
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Moxham BJ, McHanwell S, Berkovitz B. The development of a core syllabus for the teaching of oral anatomy, histology, and embryology to dental students via an international ‘Delphi Panel’. Clin Anat 2017; 31:231-249. [DOI: 10.1002/ca.23002] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2017] [Accepted: 10/19/2017] [Indexed: 01/09/2023]
Affiliation(s)
- Bernard John Moxham
- Cardiff School of Biosciences; Cardiff University, Museum Avenue; Cardiff United Kingdom
- St. George's University; Grenada West Indies
| | - Stephen McHanwell
- School of Medical Education, Faculty of Medical Sciences; Newcastle University, Cookson Building; Newcastle upon Tyne United Kingdom
- School of Dental Sciences, Faculty of Medical Sciences; , Newcastle University, Cookson Building; Newcastle upon Tyne United Kingdom
| | - Barry Berkovitz
- Emeritus Reader at Anatomy Department; Faculty of Life Sciences and Medicine, King's College London; London United Kingdom
- Oman Dental College; Muscat Oman
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