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Hortsch M. Transforming histology students from passive lecture listeners into active lecture learners. ANATOMICAL SCIENCES EDUCATION 2024. [PMID: 38816963 DOI: 10.1002/ase.2463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2024] [Revised: 04/20/2024] [Accepted: 05/07/2024] [Indexed: 06/01/2024]
Abstract
Traditional academic lectures have long been criticized as providing a passive learning environment to students. Often, they do not capture the audience's attention, resulting in learners being distracted or bored and thereby reducing their learning efficacy. Consequently, they are being abandoned by many schools and universities as an educational modus or modified into more learner-centered experiences. This descriptive article outlines a strategy of inserting active learning PowerPoint slides into traditional histology lectures. Suggestions and advice for adding or improving existing active learning slides are being offered to readers, who are planning to modify their own lecture presentations. The author's experience of using this formative assessment strategy with different types of histology learners is also discussed.
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Affiliation(s)
- Michael Hortsch
- Department of Cell and Developmental Biology, University of Michigan Medical School, Ann Arbor, Michigan, USA
- Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan, USA
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2
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Hira S, Dahl EJ, Maharjan K, Geisler JH. Further assessment of the clinical relevance of anatomical structures through PubMed and other measures. Clin Anat 2023; 36:1027-1039. [PMID: 37477195 DOI: 10.1002/ca.24095] [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: 05/12/2023] [Accepted: 07/06/2023] [Indexed: 07/22/2023]
Abstract
A previous paper has demonstrated a statistically significant moderate correlation between the number of citations obtained from PubMed and a Delphi study for 251 anatomical structures of the Head and Neck region, suggesting that clinical significance is a major driver of research involving anatomical structures. This raises the possibility that these ranks could be an objective measure of clinical relevance of individual anatomical structures. In the present study, we revisited the rankings of the PubMed results from the previous paper and compared it with a Delphi study for 450 musculoskeletal structures. PubMed ranks were derived using different search parameters; a PubMed search with quotations yielded a moderate, statistically significant correlation coefficient of 0.639 with the musculoskeletal dataset. Additionally, we developed a Python tool, PDF Term Search, to calculate the frequency of anatomical terms in four authoritative textbooks, and these frequencies exhibited moderate significant correlations ranging (0.549-0.646) with our PubMed-derived ranks. We further explored strategies to improve the accuracy of our PubMed results by addressing limitations identified in the previous paper. We refined the syntax of search queries for 500 anatomical structures, resulting in marked improvement in the correlation coefficients with the musculoskeletal dataset, demonstrating clear avenues for future iterations of PubMed-derived ranks. We also created a spreadsheet of 2181 anatomical structures ranked using PubMed, published Delphi studies, and authoritative texts, providing a resource for anatomical educators who are adjusting their curricula to better train future healthcare practitioners.
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Affiliation(s)
- Sarika Hira
- New York Institute of Technology College of Osteopathic Medicine, Old Westbury, New York, USA
| | - Eric J Dahl
- New York Institute of Technology College of Osteopathic Medicine, Old Westbury, New York, USA
| | - Kasmika Maharjan
- New York Institute of Technology College of Osteopathic Medicine, Old Westbury, New York, USA
| | - Jonathan H Geisler
- New York Institute of Technology College of Osteopathic Medicine, Old Westbury, New York, USA
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3
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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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4
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Hortsch M. Histology as a paradigm for a science-based learning experience: Visits by histology education spirits of past, present, and future. ANATOMICAL SCIENCES EDUCATION 2023; 16:372-383. [PMID: 36453080 DOI: 10.1002/ase.2235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 10/31/2022] [Accepted: 11/17/2022] [Indexed: 05/11/2023]
Abstract
The term "histology" was coined a little over 200 years ago and the subject has always relied on microscopy as its defining technology. Microscopy was and still is an essential approach for the description of cellular components and their arrangements in living organisms. For more than a century and a half, histology or microanatomy has also been part of the basic science education for biomedical students. Traditionally, it has been taught in two major components, a didactic transfer of information, either in a lecture or self-learning format, and in active-learning laboratory sessions. These two modes of histology instruction conform with the dual-processing theory of learning, one being more automatic and depending mainly on rote memorization, whereas the other is analytical, requiring more advanced reasoning skills. However, these two components of histology education are not separate and independent, but rather complementary and part of a multi-step learning process that encourages a scientific analysis of visual information and involves higher-level learning skills. Conventional, as well as modern electronic instruction methods (e-learning) have been used in complementary ways to support the integrated succession of individual learning steps as outlined in this manuscript. However, as recent curricular reforms have curtailed instructional time, this traditional format of teaching histology is no longer sustainable and a reflective reassessment of the role of histology in modern biomedical education is a timely necessity.
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Affiliation(s)
- Michael Hortsch
- Department of Cell and Developmental Biology, University of Michigan Medical School, Michigan, Ann Arbor, USA
- Department of Learning Health Sciences, University of Michigan Medical School, Michigan, Ann Arbor, USA
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5
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Hankin MH, Harmon DJ, Martindale JR, Niculescu I, Aschmetat A, Mertens AN, Hanke RE, Koo AS, Kraus AE, Payne JA, Feldman MJ, Soltero Mariscal E. Needs assessment of essential anatomy: The perspective of adult primary care resident physicians. ANATOMICAL SCIENCES EDUCATION 2023; 16:504-520. [PMID: 36622764 DOI: 10.1002/ase.2252] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Revised: 11/22/2022] [Accepted: 12/27/2022] [Indexed: 05/11/2023]
Abstract
Curricular development and modification involve first identifying a problem and then performing a needs assessment, which can guide the design of curricular components. Pedagogical changes, coupled with reductions in curricular time for gross anatomy, pose challenges and impose restrictions within medical school curricula. In order to make anatomy education effective and efficient, it is important to determine the anatomy considered essential for medical education through a targeted needs assessment. In this study, 50 adult primary care resident physicians in family medicine (FM) and internal medicine (IM) were surveyed to assess the importance of 907 anatomical structures, or groups of structures, across all anatomical regions from a curated list based on the boldface terms in four primary anatomy texts. There were no statistically significant differences in the ratings of structures between the two groups for any anatomical region. In total, 17.0% of structures, or groups of structures, were classified as essential, 58.0% as more important, 24.4% as less important, and 0.7% as not important. FM residents rated tissues classified as skeleton, nerves, fasciae, anatomical spaces, blood vessels, lymphatics, and surface anatomy (p < 0.0001) significantly higher than IM residents, but there were no differences in the rating of muscles or organs (p > 0.0056). It was notable that 100.0% of cranial nerves were classified as essential, and 94.5% of surface anatomy structures were classified as essential or more important. It is proposed that results of this study can serve to inform curricular development and revision.
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Affiliation(s)
- Mark H Hankin
- Anatomical Sciences Education Center, Oregon Health & Science University, Portland, Oregon, USA
| | - Derek J Harmon
- Division of Anatomy, Department of Biomedical Education and Anatomy, The Ohio State University College of Medicine, Columbus, Ohio, USA
| | - James R Martindale
- Office of Medical Education, University of Virginia School of Medicine, Charlottesville, Virginia, USA
| | - Iuliana Niculescu
- Department of Internal Medicine, Beaumont Health, William Beaumont Hospital, Royal Oak, Michigan, USA
| | - Adrienne Aschmetat
- Department of Internal Medicine, Oaklawn Hospital, Marshall, Michigan, USA
- Department of Pediatrics, Oaklawn Hospital, Marshall, Michigan, USA
| | - Amy N Mertens
- Michigan Heart Group at St. Joseph Mercy (Trinity Health), Ann Arbor, Michigan, USA
| | - Rachel E Hanke
- Department of Surgery, Penn State Milton S. Hershey Medical Center, Hershey, Pennsylvania, USA
| | - Andrew S Koo
- Department of Obstetrics and Gynecology, The George Washington University School of Medicine and Health Sciences, Washington, District of Columbia, USA
| | - Anthony E Kraus
- Department of Emergency Medicine, Signature Healthcare, Brockton Hospital, Brockton, Massachusetts, USA
| | - James A Payne
- Middle Tennessee Urology Specialists, Murfreesboro, Tennessee, USA
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Woodley SJ, Green RA, Webb AL. A core musculoskeletal anatomy syllabus for undergraduate physical therapy student education. Clin Anat 2023; 36:190-223. [PMID: 36177764 DOI: 10.1002/ca.23953] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Revised: 09/08/2022] [Accepted: 09/17/2022] [Indexed: 11/09/2022]
Abstract
Knowledge of musculoskeletal anatomy is fundamental to physical therapy education. Although detailed anatomy syllabi have been developed for medical and other health professional students, none are available for training physical therapists. Therefore, the aim of this project was to produce a core musculoskeletal anatomy syllabus specific to physical therapy students, utilizing a modified Delphi approach. An international Delphi panel (n = 53) composed of anatomists and clinicians involved in physical therapy education considered a total of 2193 anatomical items arranged in four categories (musculoskeletal concepts; vertebral column; pectoral girdle and upper limb; pelvic girdle and lower limb). Using specific criteria, items were rated on the basis of whether they were considered essential knowledge for a competent physical therapy student, and were categorized as core, recommended, not recommended or not core. Of the 2193 items, 1700 (77.5%) were rated as core or recommended. For musculoskeletal concepts, 70% (233/332) of items were categorized as core/recommended. Approximately 80% of items in the other three categories were considered core/recommended-vertebral column (355/440), pectoral girdle and upper limb (513/657), and pelvic girdle and lower limb (599/764). This project presents a detailed musculoskeletal anatomy syllabus which may be used within a physical therapy curriculum. A key difference compared to published musculoskeletal anatomy syllabi for medical students is that a greater number of items are considered core/recommended (approximately 80% vs. 50%). These findings will now be considered and deliberated in accordance with the International Federation of Associations of Anatomists modified Delphi approach.
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Affiliation(s)
- Stephanie J Woodley
- Department of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand
| | - Rodney A Green
- La Trobe Rural Health School, La Trobe University, Bendigo, Australia
| | - Alexandra L Webb
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australia
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Martin‐Piedra MA, Saavedra‐Casado S, Santisteban‐Espejo A, Campos F, Chato‐Astrain J, Garcia‐Garcia OD, Sanchez‐Porras D, Luna del Castillo JDD, Rodriguez IA, Campos A. Identification of histological threshold concepts in health sciences curricula: Students' perception. ANATOMICAL SCIENCES EDUCATION 2023; 16:171-182. [PMID: 35068075 PMCID: PMC10078720 DOI: 10.1002/ase.2171] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 12/31/2021] [Accepted: 01/18/2022] [Indexed: 05/25/2023]
Abstract
Students' metacognitive skills and perceptions are considered important variables for high-quality learning. In this study, students' perceptions were used to identify histological threshold concepts (integrative, irreversible, transformative, and troublesome) in three health sciences curricula. A specific questionnaire was developed and validated to characterize students' perceptions of histological threshold concepts. A sample of 410 undergraduate students enrolled in the dentistry, medicine, and pharmacy degree programs participated in the study. Concepts assessed in the study were clustered to ten categories (factors) by exploratory and confirmatory factor analysis. Concepts linked to tissue organization and tissue functional states received the highest scores from students in all degree programs, suggesting that the process of learning histology requires the integration of both static concepts related to the constituent elements of tissues and dynamic concepts such as stem cells as a tissue renewal substrate, or the euplasic, proplasic and retroplasic states of tissues. The complexity of integrating static and dynamic concepts may pose a challenging barrier to the comprehension of histology. In addition, several differences were detected among the students in different degree programs. Dentistry students more often perceived morphostructural concepts as threshold concepts, whereas medical students highlighted concepts related to two-dimensional microscopic identification. Lastly, pharmacy students identified concepts related to tissue general activity as critical for the comprehension and learning of histology. The identification of threshold concepts through students' perceptions is potentially useful to improve the teaching and learning process in health sciences curricula.
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Affiliation(s)
- Miguel A. Martin‐Piedra
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - Salvador Saavedra‐Casado
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Doctoral (Ph.D.) Program in BiomedicineFaculty of MedicineUniversity of GranadaGranadaSpain
| | - Antonio Santisteban‐Espejo
- Department of PathologyPuerta del Mar University HospitalCádizSpain
- Institute of Research and Innovation in Biomedical Sciences of the Province of Cadiz (INiBICA)University of CádizCádizSpain
| | - Fernando Campos
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - Jesus Chato‐Astrain
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - Oscar Dario Garcia‐Garcia
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - David Sanchez‐Porras
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | | | - Ismael Angel Rodriguez
- Department of Histology BFaculty of DentistryNational University of CordobaCordobaArgentina
| | - Antonio Campos
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
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Hortsch M, Girão-Carmona VCC, de Melo Leite ACR, Nikas IP, Koney NKK, Yohannan DG, Oommen AM, Li Y, Meyer AJ, Chapman J. Teaching Cellular Architecture: The Global Status of Histology Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:177-212. [PMID: 37644293 DOI: 10.1007/978-3-031-36727-4_9] [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
Histology or microanatomy is the science of the structure and function of tissues and organs in metazoic organisms at the cellular level. By definition, histology is dependent on a variety of microscope techniques, usually light or more recently virtual, as well as electron microscopy. Since its inception more than two centuries ago, histology has been an integral component of biomedical education, specifically for medical, dental, and veterinary students. Traditionally, histology has been taught in two sequential phases, first a didactic transfer of information to learners and secondly a laboratory segment in which students develop the skill of analyzing micrographic images. In this chapter, the authors provide an overview of how histology is currently taught in different global regions. This overview also outlines which educational strategies and technologies are used, and how the local and cultural environment influences the histology education of medical and other students in different countries and continents. Also discussed are current trends that change the teaching of this basic science subject.
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Affiliation(s)
- Michael Hortsch
- Departments of Cell and Developmental Biology and of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI, USA.
| | | | | | - Ilias P Nikas
- School of Medicine, European University Cyprus, Nicosia, Cyprus
| | - Nii Koney-Kwaku Koney
- Department of Anatomy, University of Ghana Medical School, University of Ghana, Korle Bu, Ghana
| | - Doris George Yohannan
- Government Medical College, Thiruvananthapuram, Kerala, India
- Kerala University of Health Sciences, Thrissur, Kerala, India
| | - Aswathy Maria Oommen
- Government Medical College, Thiruvananthapuram, Kerala, India
- Kerala University of Health Sciences, Thrissur, Kerala, India
| | - Yan Li
- Department of Human Anatomy, Histology and Embryology, Fudan University, Shanghai, China
| | - Amanda J Meyer
- Department of Anatomy, Physiology, and Human Biology, School of Human Sciences, The University of Western Australia, Perth, WA, Australia
| | - Jamie Chapman
- Tasmanian School of Medicine, University of Tasmania, Hobart, TAS, Australia
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Dahl EJ, Hira S, Geisler JH. Quantifying research on anatomical structures, a potential new metric for assessing clinical relevance. Clin Anat 2023; 36:92-101. [PMID: 35832011 DOI: 10.1002/ca.23930] [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: 05/18/2022] [Revised: 07/07/2022] [Accepted: 07/07/2022] [Indexed: 12/14/2022]
Abstract
Human anatomy remains an integral part of medical education, and recent studies have documented an emerging consensus on the key anatomical learning objectives for physicians and other health professionals in training, both at the graduate and postgraduate levels. Despite this progress, less attention has been given to assessing the clinical relevance of individual anatomical structures, and which structures students should master to achieve these learning objectives. In this study we hypothesized that published research involving individual anatomical structures is largely driven by the clinical relevance of these structures, and that tabulating the number of such publications can provide an up-to-date, evolving metric of clinical relevance. To test this hypothesis, we developed a semi-automated search routine that uses the PubMed database to quantify the publication frequency of anatomical structures and compared that to a previous study that assessed the importance of structures of the head and neck using the Delphi method, a formal procedure of generating expert consensus. Using our new approach, we were able to rank the research intensity of 2182 anatomical structures included in Grant's Dissector, a widely used textbook for anatomical dissection. Furthermore, a sample of these PubMed-derived ranks had a highly significant, positive correlation with ranks derived from a consensus of experts. Similar results were obtained when PubMed searches were restricted to journals that focus on applying knowledge in a clinical setting. Our study provides a potential new tool for anatomical educators who are aligning their basic science curricula with the clinical knowledge expected of medical graduates.
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Affiliation(s)
- Eric J Dahl
- New York Institute of Technology College of Osteopathic Medicine, Northern Boulevard, Old Westbury, New York, USA
| | - Sarika Hira
- New York Institute of Technology College of Osteopathic Medicine, Northern Boulevard, Old Westbury, New York, USA
| | - Jonathan H Geisler
- New York Institute of Technology College of Osteopathic Medicine, Northern Boulevard, Old Westbury, New York, USA
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Smith CF, Freeman SK, Heylings D, Finn GM, Davies DC. Anatomy education for medical students in the United Kingdom and Republic of Ireland in 2019: A 20-year follow-up. ANATOMICAL SCIENCES EDUCATION 2022; 15:993-1006. [PMID: 34314569 PMCID: PMC9786311 DOI: 10.1002/ase.2126] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 05/28/2021] [Accepted: 07/24/2021] [Indexed: 05/24/2023]
Abstract
Anatomical education in the United Kingdom (UK) and Ireland has long been under scrutiny, especially since the reforms triggered in 1993 by the General Medical Council's "Tomorrow's Doctors." The aim of the current study was to investigate the state of medical student anatomy education in the UK and Ireland in 2019. In all, 39 medical schools completed the survey (100% response rate) and trained 10,093 medical students per year cohort. The teachers comprised 760 individuals, of these 143 were employed on full-time teaching contracts and 103 were employed on education and research contracts. Since a previous survey in 1999, the number of part-time staff has increased by 300%, including a significant increase in the number of anatomy demonstrators. In 2019, anatomy was predominantly taught to medical students in either a system-based or hybrid curriculum. In all, 34 medical schools (87%) used human cadavers to teach anatomy, with a total of 1,363 donors being used per annum. Gross anatomy teaching was integrated with medical imaging in 95% of medical schools, embryology in 81%, living anatomy in 78%, neuroanatomy in 73%, and histology in 68.3%. Throughout their five years of study, medical students are allocated on average 85 h of taught time for gross anatomy, 24 h for neuroanatomy, 24 h for histology, 11 h for living anatomy, and 10 for embryology. In the past 20 years, there has been an average loss of 39 h dedicated to gross anatomy teaching and a reduction in time dedicated to all other anatomy sub-disciplines.
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Affiliation(s)
- Claire F. Smith
- Department of Medical EducationBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
| | - Samuel K. Freeman
- Department of Medical EducationBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
- Department of PediatricsRoyal Alexandra Children's HospitalBrightonUK
| | - David Heylings
- Department of Medical EducationNorwich Medical SchoolUniversity of East AngliaNorwichUK
| | - Gabrielle M. Finn
- School of Medical SciencesFaculty of Biology, Medicine and HealthUniversity of ManchesterManchesterUK
| | - D. Ceri Davies
- Human Anatomy UnitDepartment of Surgery and CancerImperial College LondonLondonUK
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11
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Bryce M, Zahra D, Burns L, Hanks S, Gale T. Progress and challenges in the harmonisation of European undergraduate dental education: A systematic literature review with narrative synthesis. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 36181349 DOI: 10.1111/eje.12860] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Revised: 06/06/2022] [Accepted: 09/15/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Harmonising education to support workforce mobility has been a policy objective for the European Union. However, alignment across varied national contexts presents challenges in dental education. METHODS A systematic literature review with narrative synthesis. Searches of the electronic databases Embase [Ovid]; MEDLINE [Ovid]; Scopus; CINAHL; AMED and PsycINFO were conducted for relevant material published between 2000 and 2019 on undergraduate curricula, quality standards and learning outcomes in dentistry. RESULTS Seventy-six papers met the inclusion criteria. Fifty-three papers were commentaries or editorials, twenty-one were research studies, and two were literature reviews on specific dental subfields. Eighteen of the research studies reported surveys. The literature contains extensive proposals for undergraduate curricula or learning outcomes, either broadly or for subfields of dentistry. Included papers demonstrated the importance of EU policy and educator-led initiatives as drivers for harmonisation. There is limited evidence on the extent to which proposed pan-European curricula or learning outcomes have been implemented. The nature and extent of dental students' clinical experience with patients is an area of variance across European Union member states. Arrangements for the quality assurance of dental education differ between countries. DISCUSSION Harmonisation of European dental education has engaged educators, as seen in the publication of proposed curricula and learning outcomes. However, differences remain in key areas such as clinical experience with patients, which has serious implications if graduate dentists migrate to countries where different expectations exist. Mutual recognition of professional qualifications between countries relies on education which meets certain standards, but institutional autonomy makes drawing national comparisons problematic.
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Affiliation(s)
- Marie Bryce
- Peninsula Medical School, University of Plymouth, Plymouth, UK
- Peninsula Dental School, University of Plymouth, Plymouth, UK
| | - Daniel Zahra
- Peninsula Medical School, University of Plymouth, Plymouth, UK
| | - Lorna Burns
- Peninsula Dental School, University of Plymouth, Plymouth, UK
| | - Sally Hanks
- Peninsula Dental School, University of Plymouth, Plymouth, UK
| | - Thomas Gale
- Peninsula Medical School, University of Plymouth, Plymouth, UK
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12
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Bolla SR, Saffar RAA. Anatomy teaching in Saudi medical colleges- is there necessity of the national core syllabus of anatomy. Anat Cell Biol 2022; 55:367-372. [PMID: 36068024 PMCID: PMC9519765 DOI: 10.5115/acb.22.041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 06/03/2022] [Accepted: 06/22/2022] [Indexed: 11/27/2022] Open
Abstract
Curricular updates in medicine resulted in changes in gross anatomy teaching. We aim to find the trends and methods of gross anatomy teaching in medicine programs in Saudi Arabia. Further, examine whether the data would help to discuss whether a core Anatomy syllabus is required. A survey questionnaire based on the earlier studies, was sent to the anatomy faculty of 25 medical colleges to collect the data on the pedagogic and dissection/laboratory approaches, inclusion of radiological, clinical, surface anatomy sessions, and the total number of hours allocated for anatomy education. A total of 15 responses were received from different medical colleges of which nine provided complete details. A wide variation in the component and mode of delivery of anatomy was observed. The number of hours for the anatomy course ranged from 89 to 388 hours. These data will provide an update on gross anatomy teaching approaches, which will help in making informed decisions in course revisions and adopting the best practices. The variations in anatomy course with short duration raises concern about whether the essential learning outcomes are achieved to prepare a skillful and safe clinician? do we require a core syllabus of Anatomy to be adopted at the national level to achieve the essential learning outcomes? The Anatomical Society, UK has developed core syllabi of Anatomy for undergraduate medical, dental, nursing, and pharmacy students, which can serve as a guide in developing the core syllabus of Anatomy for medicine in Saudi.
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Affiliation(s)
- Srinivasa Rao Bolla
- Department of Biomedical Sciences, School of Medicine, Nazarbayev University, Nur-Sultan City, Kazakhstan
| | - Radi Ali Al Saffar
- Department of Anatomy, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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13
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Pascoe MA, Rapport MJ. An Assessment of Essential Anatomy Course Content in an Entry-Level Doctor of Physical Therapy Program. MEDICAL SCIENCE EDUCATOR 2022; 32:827-835. [PMID: 36035529 PMCID: PMC9411453 DOI: 10.1007/s40670-022-01574-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/29/2022] [Indexed: 06/15/2023]
Abstract
UNLABELLED Anatomical knowledge is the foundation of the educational curricula in most healthcare programs. The varying scopes of practice between healthcare professions require anatomy educators to determine what content is essential to cover in a finite time with learners. When possible, the anatomy educator bases this decision on clinical experiences; this is a more significant challenge for the non-clinician educator teaching in a health profession curriculum. Although studies have determined essential anatomy content in many healthcare professions, no study has been undertaken in physical therapist education. This study was designed to determine what anatomical concepts are considered essential in physical therapist education in one doctor of physical therapy program. Faculty (n = 28), recent graduates (n = 134), and clinical instructors (n = 247) of a doctor of physical therapy program were invited to respond to a survey focused on rating the essential nature of 46 learning objectives. Consensus for learning objectives was determined using Lawshe's content validity method. One hundred forty-seven respondents completed the survey (36% response rate). Respondents represented a diversity in years of experience, highest physical therapist degree earned, specialty training, and setting of physical therapist practice. Of the 46 learning objectives presented, 10 were most frequently rated essential, 20 as useful but not essential, and 16 as not necessary. These results offer guidance for anatomy instructors at other institutions to make an informed decision on what anatomical content to focus on in their anatomy courses in order to increase time dedicated toward mastery of essential core anatomical knowledge for physical therapist practice. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01574-1.
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Affiliation(s)
- Michael A. Pascoe
- Physical Therapy Program, Department of Physical Medicine & Rehabilitation, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO USA
| | - Mary Jane Rapport
- Physical Therapy Program, Department of Physical Medicine & Rehabilitation, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO USA
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McNamara JP, Nolan MF. An Approach to Determining, Delivering and Assessing Essential Course Content in a Medical Human Anatomy Course. Clin Anat 2022; 35:789-794. [PMID: 35524979 PMCID: PMC9545502 DOI: 10.1002/ca.23911] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Revised: 05/06/2022] [Accepted: 05/06/2022] [Indexed: 11/07/2022]
Abstract
INTRODUCTION Learning objectives typically indicate subject matter judged to be important or that represents essential material to be learned during a course. We report here on our efforts to identify essential course content and determine our effectiveness teaching and assessing this content in our preclinical human anatomy course. METHODS AND MATERIALS Using a consensus driven approach, we identified anatomical structures, relationships and functional concepts judged to represent essential material in our unit on the thorax that students were expected to be familiar with. We then determined performance on specific examination questions that focused directly on the essential material. RESULTS Thirty-seven of forty-eight students (77%) correctly answered all 34 of 51 questions that directly focused on content we defined as essential. The remaining eleven students answered the majority of these questions correctly. The overall mean score was 86% (range 61%-98%). CONCLUSION Our review of student performance on the End of Block thorax examination confirmed our belief that we were successful in helping students learn material we defined as essential. We found the process described here to be helpful in defining essential content and for helping focus and improve medical education and learning assessment based on that material. We believe the idea of defining essential content that can be efficiently taught and effectively learned within a proscribed period of time is an important and necessary objective. We believe the approach used here might be successfully utilized in other programs in efforts aimed at quality improvement. This article is protected by copyright. All rights reserved.
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Affiliation(s)
- J P McNamara
- Department of Basic Science Education, Virginia Tech Carilion School of Medicine, 1 Riverside Circle, Suite 202, Roanoke, VA
| | - M F Nolan
- Department of Basic Science Education, Virginia Tech Carilion School of Medicine, 1 Riverside Circle, Suite 202, Roanoke, VA
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15
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Cheung CC, Bridges SM, Tipoe GL. Why is Anatomy Difficult to Learn? The Implications for Undergraduate Medical Curricula. ANATOMICAL SCIENCES EDUCATION 2021; 14:752-763. [PMID: 33720515 DOI: 10.1002/ase.2071] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2020] [Revised: 01/31/2021] [Accepted: 03/10/2021] [Indexed: 06/12/2023]
Abstract
The impact of the medical curricular reform on anatomy education has been inconclusive. A pervasive perception is that graduates do not possess a sufficient level of anatomical knowledge for safe medical practice; however, the reason is less well-studied. This qualitative study investigated the perceived challenges in learning anatomy, possible explanations, and ways to overcome these challenges. Unlike previous work, it explored the perceptions of multiple stakeholders in anatomy learning. Semi-structured interviews were conducted and the transcripts were analyzed by a grounded theory approach. Three main themes emerged from the data: (1) visualization of structures, (2) body of information, and (3) issues with curriculum design. The decreasing time spent in anatomy laboratories forced students to rely on alternative resources to learn anatomy but they lacked the opportunities to apply to human specimens, which impeded the "near" transfer of learning. The lack of clinical integration failed to facilitate the "far" transfer of learning. Learners also struggled to cope with the large amount of surface knowledge, which was pre-requisite to successful deep and transfer of learning. It was theorized that the perceived decline in anatomical knowledge was derived from this combination of insufficient surface knowledge and impeded "near" transfer resulting in impeded deep and "far" transfer of learning. Moving forward, anatomy learning should still be cadaveric-based coupled with complementary technological innovations that demonstrate "hidden" structures. A constant review of anatomical disciplinary knowledge with incremental integration of clinical contexts should also be adopted in medical curricula which could promote deep and far transfer of learning.
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Affiliation(s)
- Chun Chung Cheung
- School of Biomedical Sciences, 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
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
- 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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16
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Yakin M, Linden K. Adaptive e-learning platforms can improve student performance and engagement in dental education. J Dent Educ 2021; 85:1309-1315. [PMID: 33825184 DOI: 10.1002/jdd.12609] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2020] [Revised: 02/16/2021] [Accepted: 03/04/2021] [Indexed: 11/08/2022]
Abstract
PURPOSE Knowledge of normal tissue architecture is essential for one of the vitally important graduate competencies in dentistry, which is the recognition and appropriate referral of patients with oral mucosal and jawbone abnormalities for timely management and improved outcomes. The aim of this study was to examine the effect of online adaptive lessons on improving perceived and measured student performance, motivation, and student perceptions in dental education. METHODS This mixed-method study was conducted on year 1 and year 3 undergraduate dental students. Adaptive lessons supplementing a number of histology topics were designed and made available. Adaptive lesson scores and analytics, exam scores on topics that were supplemented by adaptive lessons (Experimental Questions), and those that were not (Control Questions) were compared among the year 1 students (n = 43). A validated questionnaire including Likert-type scales about the student attitudes and perceptions toward adaptive lessons followed by open-ended questions was administered to year 1 and 3 students (n = 57). RESULTS Students obtained significantly higher scores in experimental exam questions than control exam questions (p = 0.01). A significantly larger number of students perceived that the adaptive lessons improved their knowledge of the subject (p < 0.001). CONCLUSIONS The adaptive lessons employed in this study showed significant potential to improve student engagement, motivation, perceived knowledge, and measured exam performance. These are particularly important findings especially amid the COVID-19 pandemic as institutions transitioned to online education in lieu of face-to-face classes to comply with recommendations from Health Authorities.
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Affiliation(s)
- Muhammed Yakin
- Adelaide Dental School, Faculty of Health and Medical Sciences, University of Adelaide, Adelaide, South Australia, Australia
| | - Kelly Linden
- Faculty of Science, Charles Sturt University, Albury, New South Wales, Australia
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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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18
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Gonzales RA, Ferns G, Vorstenbosch MATM, Smith CF. Does spatial awareness training affect anatomy learning in medical students? ANATOMICAL SCIENCES EDUCATION 2020; 13:707-720. [PMID: 32048478 DOI: 10.1002/ase.1949] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Revised: 02/07/2020] [Accepted: 02/09/2020] [Indexed: 06/10/2023]
Abstract
Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.
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Affiliation(s)
- Rene A Gonzales
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Gordon Ferns
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Marc A T M Vorstenbosch
- Department of Anatomy, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands
| | - Claire F Smith
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
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19
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Wood AF, Chandler C, Connolly S, Finn G, Redmond C, Jolly J, Powell AD, Davies C, Grant A. Designing and developing core physiology learning outcomes for pre-registration nursing education curriculum. ADVANCES IN PHYSIOLOGY EDUCATION 2020; 44:464-474. [PMID: 32795128 DOI: 10.1152/advan.00139.2019] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Physiology is a key element of "bioscience" education within pre-registration nursing programs, but there is a lack of clarity on what is included. Physiology and bioscience content and delivery are highly varied across both higher education institutions and the related programs in the United Kingdom (UK). Despite evidence highlighting concerns over nurses' lack of bioscience knowledge and unsafe practice, there is no universally agreed on curriculum with detailed outcomes of minimum levels of knowledge to support nurses in practice and patient care. This study aimed to inform the construction of discipline-specific physiology learning outcomes to clarify relevant physiological topics required in pre-registration nursing. Initially, 360 learning outcomes were identified from various sources. Using a modified Delphi approach, an expert panel from the Bioscience in Nurse Education group reviewed and modified the list to 195 proposed outcomes. These were circulated to universities in the UK who teach nursing (n = 65). Outcomes that had 80% consensus were automatically included in the next round, with others recommended with modification (response rate 22%). The panel reviewed the modifications, and 182 outcomes were circulated in the second questionnaire (response rate 23%), and further panel review resulting in 177 outcomes agreed. These learning outcomes do not suggest how they should be delivered, but gives the basic level required for qualification as a nurse commensurate with the Nursing and Midwifery Council new standards for the "future nurse."
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Affiliation(s)
- Alison F Wood
- School of Health and Social Care, Edinburgh Napier University, Edinburgh, Scotland, United Kingdom
| | - Colin Chandler
- School of Health in Social Sciences, University of Edinburgh, Edinburgh, Scotland, United Kingdom
| | - Siobhan Connolly
- College of Medicine and Veterinary Medicine, University of Edinburgh, Edinburgh, Scotland, United Kingdom
| | - Gabrielle Finn
- Health Professions Education Unit, Hull York Medical School, York, United Kingdom
| | - Catherine Redmond
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Jim Jolly
- School of Healthcare, University of Leeds, Leeds, United Kingdom
| | - Andrew D Powell
- Department of Life Science, Birmingham City University, Birmingham, United Kingdom
| | - Carmel Davies
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Allison Grant
- Department of Biological and Biomedical Sciences, Glasgow Caledonian University, Glasgow, Scotland, United Kingdom
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20
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Bennett JH, Beeley JA, Anderson P, Belfield L, Brand HS, Didilescu AC, Dymock D, Guven Y, Hector MP, Holbrook P, Jayasinghe JAP, O'Sullivan J, Riggio M, Roger-Leroi V, Scheven B, Sloan AJ, Vandamme K, Manzanares MC. A core curriculum in the biological and biomedical sciences for dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:433-441. [PMID: 32078216 DOI: 10.1111/eje.12518] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2019] [Revised: 01/24/2020] [Accepted: 02/19/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION The biomedical sciences (BMS) are a central part of the dental curriculum that underpins teaching and clinical practice in all areas of dentistry. Although some specialist groups have proposed curricula in their particular topic areas, there is currently no overarching view of what should be included in a BMS curriculum for undergraduate dental programmes. To address this, the Association for Dental Education in Europe (ADEE) convened a Special Interest Group (SIG) with representatives from across Europe to develop a consensus BMS curriculum for dental programmes. CURRICULUM This paper summarises the outcome of the deliberations of this SIG and details a consensus view from the SIG of what a BMS curriculum should include. CONCLUSIONS Given the broad nature of BMS applied to dentistry, this curriculum framework is advisory and seeks to provide programme planners with an indicative list of topics which can be mapped to specific learning objectives within their own curricula. As dentistry becomes increasingly specialised, these will change, or some elements of the undergraduate curriculum may move to the post-graduate setting. So, this document should be seen as a beginning and it will need regular review as BMS curricula in dentistry evolve.
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Affiliation(s)
- Jon H Bennett
- Faculty of Medicine and Dentistry, Plymouth University, Plymouth, UK
| | | | - Paul Anderson
- Queen Mary and Westfield University of London (QMUL), London, UK
| | - Louise Belfield
- Faculty of Medicine and Dentistry, Plymouth University, Plymouth, UK
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21
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Matthan J, Cobb M, McHanwell S, Moxham BJ, Finn GM. The Anatomical Society's Core Anatomy Syllabus for Dental Undergraduates. J Anat 2020; 236:737-751. [PMID: 32056198 DOI: 10.1111/joa.13133] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/15/2019] [Indexed: 11/28/2022] Open
Abstract
The Anatomical Society has developed a series of learning outcomes in consultation with dentists, dental educators and anatomists delivering anatomical content to undergraduate dental students. A modified Delphi methodology was adopted to select experts within the field that would recommend core anatomical content in undergraduate dental programmes throughout the UK. Utilising the extensive learning outcomes from two UK Dental Schools, and neuroanatomy learning outcomes that remained outside the Anatomical Society's Core Gross Anatomy Syllabus for Medical Students, a modified Delphi technique was utilised to develop dental anatomical learning outcomes relevant to dental graduates. The Delphi panel consisted of 62 individuals (n = 62) from a wide pool of educators associated with the majority of undergraduate dental schools in the UK, representing a broad spectrum of UK Higher Education Institutions. The output from this study was 147 anatomical learning outcomes deemed to be applicable to all dental undergraduate programmes in the UK. The new recommended core anatomy syllabus for dental undergraduates, grouped into body regions, offers a comprehensive anatomical framework with which to scaffold clinical practice. The syllabus, presented as a set of learning outcomes, may be used in a variety of pedagogic situations, including where anatomy teaching exists within an integrated dental curriculum (both horizontally in the basic sciences part of the curriculum and vertically within the clinical years).
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Affiliation(s)
- J Matthan
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, Newcastle, UK
| | - M Cobb
- Foundation Doctor and Dentist, Sunderland Royal Hospital, Sunderland, UK
| | - S McHanwell
- School of Medical Education, Faculty of Medical Sciences, Newcastle University, Newcastle, UK
| | - B J Moxham
- Cardiff School of Biosciences, Cardiff University, Cardiff, UK
| | - G M Finn
- Hull York Medical School, University of York, York, UK
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22
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Moxham BJ, Stephens S, Sharma D, Loukas M. A core syllabus for the teaching of gross anatomy of the thorax to medical students. Clin Anat 2019; 33:300-315. [PMID: 31749239 DOI: 10.1002/ca.23522] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2019] [Accepted: 11/15/2019] [Indexed: 12/12/2022]
Abstract
Discussion is ongoing concerning the need to ensure the clinical relevance of the biomedical sciences. However, clinical relevance within health care courses presupposes that there is internationally agreed core material to be taught and learned. For anatomy, by the initial use of Delphi Panels that comprise anatomists, scientists, and clinicians, the International Federation of Associations of Anatomists (IFAAs) is developing internationally accepted core syllabuses for all anatomical sciences disciplines in the health care professions. In this article, the deliberations of a Delphi Panel for the teaching of thoracic anatomy in the medical curriculum are presented, prior to their publication on the IFAA's website. To develop the syllabus further, it is required that anatomical societies, as well as individual anatomists and clinicians, comment upon, elaborate, and amend this draft recommended syllabus. The aim is to set internationally recognized standards and thus to provide guidelines concerning the knowledge of the human thorax expected of graduating medical professionals. Such information should be borne in mind by those involved in the development of medical courses. Clin. Anat. 33:300-315, 2020. © 2019 Wiley Periodicals, Inc.
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Affiliation(s)
- Bernard J Moxham
- Cardiff School of Biosciences, Cardiff University, Museum Avenue, Cardiff, CF10 3AX, Wales, United Kingdom.,St George's University, Grenada, West Indies
| | - Shiby Stephens
- Cardiff School of Biosciences, Cardiff University, Museum Avenue, Cardiff, CF10 3AX, Wales, United Kingdom
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23
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Smith CF, Finn GM, Hennessy C, Luscombe C, Stewart J, McHanwell S. The Initial Impact of the Anatomical Society Gross Anatomy Core Syllabus for Medicine in the United Kingdom: Student and Teacher Perspectives. ANATOMICAL SCIENCES EDUCATION 2019; 12:494-506. [PMID: 30408330 DOI: 10.1002/ase.1826] [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: 01/23/2018] [Revised: 07/02/2018] [Accepted: 07/17/2018] [Indexed: 06/08/2023]
Abstract
"What do students studying medicine need to know" is an important question for curriculum planners, anatomy educators and students. The Core Regional Anatomy Syllabus (CRAS), published by the Anatomical Society in 2016, contains 156 learning outcomes (LOs) and has informed "what needs to be known." This project explored how CRAS had impacted undergraduate anatomy and anatomists in the United Kingdom. A cross-sectional study was designed in two phases. Phase 1, involved a survey of students in clinical years (N = 164). Phase 2 included a survey of anatomist's views (n = 50) and focus groups of anatomy educators (N = 16). The students' perspective showed that specific regions of CRAS are deemed less relevant. These were also the body areas where students perceived their anatomical knowledge to be more deficient. Only 46% (n = 75) of students estimated that they knew over 50% (n = 78) of the LOs. Phase two revealed that all anatomists were aware of the syllabus and 48% (n = 24) had checked the CRAS against their own institutional LOs. Anatomists had shared CRAS with colleagues 64% (n = 32) and students at 34% (n = 17), respectively. Forty-six percent (n = 23) of anatomists reported having changed their teaching in some way because of CRAS. The focus groups generated four key themes: "support for CRAS," "standardization and validation," "professional identity," and "limitations and leverage." Overall CRAS has been well received and is establishing itself within the anatomical community as the new standard for anatomy teaching for medical students.
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Affiliation(s)
- Claire F Smith
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Gabrielle M Finn
- Health Professions Education Unit, Hull York Medical School, University of York, York, United Kingdom
| | - Catherine Hennessy
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | | | - Jane Stewart
- School of Medical Education, Faculty of Medical Sciences, Newcastle University, Newcastle on Tyne, United Kingdom
| | - Stephen McHanwell
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, Newcastle on Tyne, United Kingdom
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Das M, Ettarh R, Lowrie DJ, Rengasamy P, Lee LMJ, Williams JM, Guttmann GD. A Guide to Competencies, Educational Goals, and Learning Objectives for Teaching Medical Histology in an Undergraduate Medical Education Setting. MEDICAL SCIENCE EDUCATOR 2019; 29:523-534. [PMID: 34457510 PMCID: PMC8368454 DOI: 10.1007/s40670-018-00688-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Horizontal and vertical integration within medical school curricula, truncated contact hours available to teach basic biomedical sciences, and diverse assessment methods have left histology educators searching for an answer to a fundamental question-what ensures competency for medical students in histology upon completion of medical school? The Liaison Committee for Medical Education (LCME) and the Commission on Osteopathic College Accreditation (COCA) advocate faculty to provide medical students with a list of learning objectives prior to any educational activities, regardless of pedagogy. It is encouraged that the learning objectives are constructed using higher-order and measurable action verbs to ensure student-centered learning and assessment. A survey of the literature indicates that there is paucity of knowledge about competencies, goals, and learning objectives appropriate for histology education in preclinical years. To address this challenge, an interactive online taskforce, comprising faculty from across the United States, was assembled. The outcome of this project was a desired set of competencies for medical students in histology with educational goals and learning objectives to achieve them.
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Affiliation(s)
- Manas Das
- Division of Translational Anatomy, Department of Radiology, University of Massachusetts Medical School, 55 Lake Avenue North, S7-139, Worcester, MA 01655 USA
| | - Raj Ettarh
- Department of Medical Education, California University of Science and Medicine, San Bernardino, CA USA
| | - D. J. Lowrie
- Department of Medical Education, College of Medicine, University of Cincinnati, Cincinnati, OH USA
| | - Padmanabhan Rengasamy
- Department of Medical Education, University of Texas Rio Grande Valley School of Medicine, Edinburg, TX USA
| | - Lisa M. J. Lee
- Department of Cell and Developmental Biology, School of Medicine, University of Colorado, Aurora, CO USA
| | - James M. Williams
- Department of Cell and Molecular Medicine, Rush University, Chicago, IL USA
| | - Geoffrey D. Guttmann
- Department of Basic Sciences, University of Medicine and Health Sciences, Basseterre, Saint Kitts and Nevis
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Webb AL, Green RA, Woodley SJ. The development of a core syllabus for teaching musculoskeletal anatomy of the vertebral column and limbs to medical students. Clin Anat 2019; 32:974-1007. [DOI: 10.1002/ca.23319] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Accepted: 12/02/2018] [Indexed: 12/20/2022]
Affiliation(s)
- Alexandra L. Webb
- Medical School, College of Health and MedicineAustralian National University Canberra Australia
| | - Rodney A. Green
- College of Science, Health & EngineeringLa Trobe University Bendigo Australia
| | - Stephanie J. Woodley
- Department of Anatomy, School of Biomedical SciencesUniversity of Otago Dunedin New Zealand
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Connolly SA, Gillingwater TH, Chandler C, Grant A, Greig J, Meskell M, Ross MT, Smith C, Wood A, Finn G. The Anatomical Society's core anatomy syllabus for undergraduate nursing. J Anat 2018; 232:721-728. [PMID: 29430649 PMCID: PMC5879977 DOI: 10.1111/joa.12782] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/05/2018] [Indexed: 11/30/2022] Open
Abstract
The Anatomical Society has developed a series of learning outcomes in consultation with nursing educators delivering anatomical content to undergraduate (preregistration) nursing students. A Delphi panel methodology was adopted to select experts within the field that would recommend core anatomical content in undergraduate nursing programmes throughout the UK. Using the Anatomical Society's Core Gross Anatomy Syllabus for Medical Students as a foundation, a modified Delphi technique was used to develop discipline-specific outcomes to nursing graduates. The Delphi panel consisted of 48 individuals (n = 48) with a minimum of 3 years' experience teaching anatomy to nursing students, representing a broad spectrum of UK Higher Education Institutions. The output from this study was 64 nursing specific learning outcomes in anatomy that are applicable to all undergraduate (preregistration) programmes in the UK. The new core anatomy syllabus for Undergraduate Nursing offers a basic anatomical framework upon which nurse educators, clinical mentors and nursing students can underpin their clinical practice and knowledge. The learning outcomes presented may be used to develop anatomy teaching within an integrated nursing curriculum.
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Affiliation(s)
- S. A. Connolly
- Department of AnatomyEdinburgh Medical School: Biomedical SciencesCollege of Medicine and Veterinary MedicineUniversity of EdinburghEdinburghUK
| | - T. H. Gillingwater
- Department of AnatomyEdinburgh Medical School: Biomedical SciencesCollege of Medicine and Veterinary MedicineUniversity of EdinburghEdinburghUK
| | - C. Chandler
- Department of Nursing, Health and Social ScienceUniversity of EdinburghEdinburghUK
| | - A. W. Grant
- School of Life SciencesGlasgow Caledonia UniversityGlasgowUK
| | - J. Greig
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
| | - M. Meskell
- School of Nursing, Midwifery & Health SystemsHealth Sciences CentreUniversity College DublinDublinIreland
| | - M. T. Ross
- Centre for Clinical and Medical EducationUniversity of EdinburghEdinburghUK
| | - C. F. Smith
- Brighton & Sussex Medical SchoolUniversity of SussexBrightonUK
| | - A. F. Wood
- School of Health and Social CareEdinburgh Napier UniversityEdinburghUK
| | - G. M. Finn
- Health Professions Education UnitHull York Medical SchoolUniversity of YorkYorkUK
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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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Evans LW, Omaye ST. Use of Saliva Biomarkers to Monitor Efficacy of Vitamin C in Exercise-Induced Oxidative Stress. Antioxidants (Basel) 2017; 6:E5. [PMID: 28085082 PMCID: PMC5384169 DOI: 10.3390/antiox6010005] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2016] [Revised: 12/19/2016] [Accepted: 01/09/2017] [Indexed: 02/07/2023] Open
Abstract
Saliva is easily obtainable for medical research and requires little effort or training for collection. Because saliva contains a variety of biological compounds, including vitamin C, malondialdehyde, amylase, and proteomes, it has been successfully used as a biospecimen for the reflection of health status. A popular topic of discussion in medical research is the potential association between oxidative stress and negative outcomes. Systemic biomarkers that represent oxidative stress can be found in saliva. It is unclear, however, if saliva is an accurate biospecimen as is blood and/or plasma. Exercise can induce oxidative stress, resulting in a trend of antioxidant supplementation to combat its assumed detriments. Vitamin C is a popular antioxidant supplement in the realm of sports and exercise. One potential avenue for evaluating exercise induced oxidative stress is through assessment of biomarkers like vitamin C and malondialdehyde in saliva. At present, limited research has been done in this area. The current state of research involving exercise-induced oxidative stress, salivary biomarkers, and vitamin C supplementation is reviewed in this article.
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Affiliation(s)
- Levi W Evans
- Nutrition Program, Agriculture, Nutrition and Veterinary Science Department, University of Nevada, Reno, NV 89557, USA.
| | - Stanley T Omaye
- Nutrition Program, Agriculture, Nutrition and Veterinary Science Department, University of Nevada, Reno, NV 89557, USA.
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