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Polak K, Gielecki JS, Żurada A. Tablet-assisted objective structured spotter practical examination (TOSSPE): Advantages of an innovative anatomy spotter examination method for medical student assessment. ANATOMICAL SCIENCES EDUCATION 2022; 15:1060-1073. [PMID: 34382355 DOI: 10.1002/ase.2131] [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: 05/27/2020] [Revised: 07/08/2021] [Accepted: 08/06/2021] [Indexed: 06/13/2023]
Abstract
The affordances of technology-based assessments, like the objectively structured practical examination, have become an integral part of gross anatomy courses. The Department of Anatomy Faculty of Medicine at the University of Warmia and Mazury developed and introduced an application for tablet devices which has been implemented in student examinations and assessments, called the tablet-assisted objective structured spotter practical examination. It was created to simplify the educational process and to build a rich learning environment, facilitating deep learning for students through examination and feedback data. The method consists of cadaver stations with traditional corresponding pin spotters in an expanded tablet application. It not only provides instant feedback on various observations of teaching-learning skills but has also positively affected the entire process of education. The method provides an unbiased evaluation of knowledge and understanding of the anatomy course, ensuring objectivity and standardization. The current study was performed on a total of 608 first-year medical students in Polish and English divisions and focused on the observed advantages since the new method was introduced. Outcomes indicate that after the implementation of the method for both the Polish and English divisions' first-year medical students, the mean score of examinations significantly increased compared to other teaching-learning methods. The study highlights that students were excited about the implementation of the new method and identified its many benefits. It is recognized that technological development and the digital environment offer a range of opportunities and added value versus traditional assessment activities, methods, and processes.
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Affiliation(s)
- Katarzyna Polak
- Department of Anatomy, Collegium Medicum, Faculty of Medicine, University of Warmia and Mazury, Olsztyn, Poland
| | - Jerzy Stanisław Gielecki
- Department of Anatomy, Collegium Medicum, Faculty of Medicine, University of Warmia and Mazury, Olsztyn, Poland
| | - Anna Żurada
- Department of Radiology, Collegium Medicum, Faculty of Medicine, University of Warmia and Mazury, Olsztyn, Poland
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Joshi S, Khan M, Jelen MB, Pandit AS. Current Attitudes Toward Neuroanatomy: A Comparative Cross-Sectional Survey of Neurosurgeons from the United Kingdom and Worldwide. World Neurosurg 2022; 166:e607-e623. [PMID: 35868505 DOI: 10.1016/j.wneu.2022.07.054] [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: 05/09/2022] [Revised: 07/12/2022] [Accepted: 07/13/2022] [Indexed: 12/15/2022]
Abstract
OBJECTIVE How attitudes toward neuroanatomy and preferences of studying resources vary among neurosurgeons is unknown. The impact of the coronavirus disease 2019 (COVID-19) pandemic on anatomy learning habits is also yet to be elucidated. In this study, we explore these objectives, to guide the development of future neurosurgeon-tailored anatomy education and resources. METHODS This was a 2-stage, cross-sectional study design comprising a local pilot survey followed by a structured 17-item questionnaire, distributed to both neurosurgical trainees and consultants. Grade and nationality differences in sentiment agreement were statistically compared. RESULTS A total of 365 responses were received from 32 countries (overall response rate, 23.2%). Neuroanatomy is highly regarded among most neurosurgeons and takes a central role in their professional identity. Yet, 69% of neurosurgeons wanted to spend more time learning. Common study prompts included perceived operative complexity, lack of familiarity and teaching. Financial barriers and motivation were obstacles limiting neuroanatomy learning, more so among trainee neurosurgeons, with personal commitment barriers significantly varying with geographic location. Surgical relevance, accessibility, and image quality were important factors when selecting anatomy resources, with cost and up-to-datedness being important for juniors. The COVID-19 pandemic saw a shift toward virtual resources, particularly affecting United Kingdom-based trainees. CONCLUSIONS Although neuroanatomy is well regarded, barriers exist that impede further neuroanatomy learning. Neurosurgical training programs should tailor anatomy education according to the seniority and background of their residents. Furthermore, resources that are surgically relevant and accessible and are of high image quality are more likely to be better used.
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Affiliation(s)
- Shivani Joshi
- University College London Medical School, University College London, London, United Kingdom
| | - Mehdi Khan
- University College London Medical School, University College London, London, United Kingdom
| | - Maria B Jelen
- Department of Psychology and Language Sciences, University College London, London, United Kingdom
| | - Anand S Pandit
- Victor Horsley Department of Neurosurgery, National Hospital for Neurology and Neurosurgery, London, United Kingdom.
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3
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Łopińska M, Gielecki JS, Żurada A. Flipped spotters learning model: An innovative student activity-based strategy. A preparation tool for anatomy practical examinations in medical education. ANATOMICAL SCIENCES EDUCATION 2022; 15:886-897. [PMID: 34398534 DOI: 10.1002/ase.2132] [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: 05/12/2020] [Revised: 08/06/2021] [Accepted: 08/13/2021] [Indexed: 06/13/2023]
Abstract
The flipped spotters learning model is a modern student activity-based and learner-centered method in medical education. The aim of the study was to determine if the flipped spotters learning model improves students' learning. Participants were 1214 medical students of Polish (PD) and English (ED) divisions between 2013 and 2019 academic years at the University of Warmia and Mazury in Olsztyn, Poland. They were divided into a traditional group (control group) and a flipped spotters learning group (treatment group). Each flipped spotters learning group was asked to label anatomical structures on various specimens according to the structures name list prepared by the teacher on the multiple stations. The flipped spotters learning group leaders were instructed to take pictures with the appropriately marked structures on each of the human body prosections. After completion of the class, each flipped spotters team received photos for evaluation. In the flipped spotters learning model, the students strengthened their skills and knowledge by matching specimens independently as a form of practical laboratory activities. Students' performance in gross anatomy practical examinations between the group utilizing the flipped spotters learning model, and the group with the traditional teaching model was compared. Students participating in the treatment group achieved, on average 9.9 percentage points higher among PD students, and 13.0 percentage points higher among ED students than the control group in all nine practical examinations (the effect size ranging from 0.47 to 0.95). The results suggest the positive impact of flipped spotters model on improving student's performance in the practical examinations.
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Affiliation(s)
- Marcelina Łopińska
- Department of Anatomy, Collegium Medicum, Faculty of Medicine, University of Warmia and Mazury, Olsztyn, Poland
| | - Jerzy Stanisław Gielecki
- Department of Anatomy, Collegium Medicum, Faculty of Medicine, University of Warmia and Mazury, Olsztyn, Poland
| | - Anna Żurada
- Department of Radiology, Collegium Medicum, Faculty of Medicine, University of Warmia. and Mazury, Olsztyn, Poland
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Zilundu PLM, Chibhabha F, Chengetanai S, Fu R, Zhou LH. Zimbabwean PreClinical Medical Students Use of Deep and Strategic Study Approaches to Learn Anatomy at Two New Medical Schools. ANATOMICAL SCIENCES EDUCATION 2022; 15:198-209. [PMID: 33606357 DOI: 10.1002/ase.2064] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2019] [Revised: 02/02/2021] [Accepted: 02/16/2021] [Indexed: 06/12/2023]
Abstract
Anatomy is a challenging preclinical subject owing to the vast amount of information that students need to master. The adoption of relevant study approaches is key to the development of a long-lasting understanding of anatomical subject matter. Phenomenographic educational research describes the medical students as using a variable mix of deep, strategic, and surface approaches to study. Continually assessing students' learning preferences and approaches is crucial for achieving the desired learning outcomes. The approaches to studying anatomy in two groups of first-year Zimbabwean medical students from two newly established medical schools were collected using the Approaches and Study Skills Inventory for Students (ASSIST) instrument and than analyzed. At least 90% of the students believed that anatomy involved reproducing knowledge or personal understanding and development. Overall, the majority of the students adopted deep and strategic approaches, while a distant minority used the surface approach. There was no significant correlation between either the students' sex or age and their preference for a specific approach to studying. The mean anatomy grades for students using a strategic approach were significantly higher than those using deep or surface approaches. The number of strategic learners was double that of deep learners among the high achievers subgroup. The strategic approach positively correlated with performance in examinations. Generally, the students shared a common understanding of the concept of anatomy learning. Studies such as this can assist with the identification of students at risk of failure and empower lecturers to recommend the adoption of more beneficial strategic and deep learner traits.
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Affiliation(s)
- Prince L M Zilundu
- Department of Anatomy, Sun Yat-sen University School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
- Department of Anatomy, Faculty of Medicine, Midlands State University, Gweru, Zimbabwe
| | - Fidelis Chibhabha
- Department of Anatomy, Faculty of Medicine, Midlands State University, Gweru, Zimbabwe
| | - Samson Chengetanai
- Department of Anatomy and Physiology, Faculty of Medicine, National University of Science and Technology, Bulawayo, Zimbabwe
| | - Rao Fu
- Department of Anatomy, Sun Yat-sen University School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
| | - Li-Hua Zhou
- Department of Anatomy, Sun Yat-sen University School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
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5
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Abu Bakar YI, Hassan A, Yusoff MSB, Kasim F, Abdul Manan Sulong H, Hadie SNH. A Scoping Review of Effective Teaching Strategies in Surface Anatomy. ANATOMICAL SCIENCES EDUCATION 2022; 15:166-177. [PMID: 33650315 DOI: 10.1002/ase.2067] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 01/21/2021] [Accepted: 02/25/2021] [Indexed: 06/12/2023]
Abstract
To become skilled physicians, medical students must master surface anatomy. However, the study of surface anatomy is less emphasized in medical and allied health science curricula, and the time devoted to direct engagement with the human body is limited. This scoping review was designed to answer one research question: "What are the elements and strategies that are effective in teaching surface anatomy?" The review was performed using a five-stage scoping review framework, including research question identification, relevant study identification, study selection, data charting, and result collating and reporting. Three databases were searched using two search terms combined with a Boolean operator: "teaching" and "surface anatomy." The initial pool of 3,294 sources was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 26 original articles by one researcher and verified by two other researchers. A thematic analysis was performed, and several elements of effective teaching strategies for surface anatomy were identified, namely contextualized teaching, embracing experiential learning, and learning facilitation. This review revealed that a multimodal approach was most commonly used in surface anatomy instruction. Hence, future research should explore the effectiveness of multimodal teaching strategies that adopt the three aforementioned primary elements of effective teaching in an authentic learning environment. It is pertinent to clarify the effectiveness of these teaching strategies by evaluating their impact on student learning, organizational changes, and benefits to other stakeholders.
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Affiliation(s)
- Yasrul Izad Abu Bakar
- Faculty of Medicine, Medical Campus, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Malaysia
| | - Asma' Hassan
- Faculty of Medicine, Medical Campus, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
| | - Muhamad Saiful Bahri Yusoff
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Malaysia
| | - Fazlina Kasim
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Malaysia
| | - Husnaida Abdul Manan Sulong
- Integrative Medicine Cluster, Advanced Medical and Dental Institute, Universiti Sains Malaysia, Bertam, Kepala Batas, Malaysia
| | - Siti Nurma Hanim Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Malaysia
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Chytas D, Piagkou M, Salmas M, Johnson EO. Is Cadaveric Dissection The "Gold Standard" For Neuroanatomy Education? ANATOMICAL SCIENCES EDUCATION 2020; 13:804-805. [PMID: 32159930 DOI: 10.1002/ase.1957] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2020] [Revised: 03/07/2020] [Accepted: 03/08/2020] [Indexed: 06/10/2023]
Affiliation(s)
- Dimitrios Chytas
- Department of Anatomy, School of Medicine, European University of Cyprus, Nicosia, Cyprus
| | - Maria Piagkou
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Marios Salmas
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Elizabeth O Johnson
- Department of Anatomy, School of Medicine, European University of Cyprus, Nicosia, Cyprus
- Dean's Office, School of Medicine, European University of Cyprus, Nicosia, Cyprus
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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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8
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de Alcântara Leite Dos Reis D, Gouveia BLR, Júnior JCR, de Assis Neto AC. Comparative assessment of anatomical details of thoracic limb bones of a horse to that of models produced via scanning and 3D printing. 3D Print Med 2019; 5:13. [PMID: 31375944 PMCID: PMC6743042 DOI: 10.1186/s41205-019-0050-2] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2019] [Accepted: 07/22/2019] [Indexed: 12/18/2022] Open
Abstract
Background Three-dimensional (3D) scanning and printing for the production of models is an innovative tool that can be used in veterinary anatomy practical classes. Ease of access to this teaching material can be an important aspect of learning the anatomy of domestic animals. In this study, a scanner was used to capture 3D images and a 3D printer that performs die-cast printing was used to produce skeletal models of the thoracic limb of a horse. Methods Bones from a horse were selected for scanning and creation of 3D-printed models. The printer used a filamentous thermoplastic material (acrylonitrile-butadiene-styrene [ABS]) which was deposited together with a support resin. Comparisons of the anatomical characteristics (measurements from the original and printed bone) were analyzed to determine the p-value. Results Bones from the thoracic limb: scapula, humerus, radius and ulna, carpus and phalanges were used to produce digital and physical models for 3D impressions. Then the anatomical characteristics of the 3D printed models were compared with those of the original bones. The p-value was measured to be 0.9126, indicative of a strong evidence of similarity between the 3D-printed models and specimens. Thus, there was no significant statistical difference between the models and the original anatomical parts. Conclusions The anatomical characteristics were successfully identified in the 3D-printed copies, demonstrating that models of animal bones can be reproduced using 3D printing technology for use in veterinary education.
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Affiliation(s)
- Daniela de Alcântara Leite Dos Reis
- Department of Surgery, School of Veterinary Medicine and Animal Science, University of São Paulo, Av. Prof. Dr. Orlando Marques, 77, ZC, São Paulo, SP, 05508-270, Brazil
| | - Beatriz Laura Rojas Gouveia
- Department of Surgery, School of Veterinary Medicine and Animal Science, University of São Paulo, Av. Prof. Dr. Orlando Marques, 77, ZC, São Paulo, SP, 05508-270, Brazil
| | - José Carlos Rosa Júnior
- Department of Surgery, School of Veterinary Medicine and Animal Science, University of São Paulo, Av. Prof. Dr. Orlando Marques, 77, ZC, São Paulo, SP, 05508-270, Brazil
| | - Antônio Chaves de Assis Neto
- Department of Surgery, School of Veterinary Medicine and Animal Science, University of São Paulo, Av. Prof. Dr. Orlando Marques, 77, ZC, São Paulo, SP, 05508-270, Brazil.
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9
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Alarming decline in recognition of anatomical structures amongst medical students and physicians. Ann Anat 2019; 221:48-56. [DOI: 10.1016/j.aanat.2018.09.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2018] [Revised: 09/10/2018] [Accepted: 09/12/2018] [Indexed: 11/18/2022]
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10
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Arantes M, Arantes J, Ferreira MA. Tools and resources for neuroanatomy education: a systematic review. BMC MEDICAL EDUCATION 2018; 18:94. [PMID: 29724217 PMCID: PMC5934868 DOI: 10.1186/s12909-018-1210-6] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2017] [Accepted: 04/25/2018] [Indexed: 05/09/2023]
Abstract
BACKGROUND The aim of this review was to identify studies exploring neuroanatomy teaching tools and their impact in learning, as a basis towards the implementation of a neuroanatomy program in the context of a curricular reform in medical education. METHODS Computer-assisted searches were conducted through March 2017 in the PubMed, Web of Science, Medline, Current Contents Connect, KCI and Scielo Citation Index databases. Four sets of keywords were used, combining "neuroanatomy" with "education", "teaching", "learning" and "student*". Studies were reviewed independently by two readers, and data collected were confirmed by a third reader. RESULTS Of the 214 studies identified, 29 studies reported data on the impact of using specific neuroanatomy teaching tools. Most of them (83%) were published in the last 8 years and were conducted in the United States of America (65.52%). Regarding the participants, medical students were the most studied sample (37.93%) and the majority of the studies (65.52%) had less than 100 participants. Approximately half of the studies included in this review used digital teaching tools (e.g., 3D computer neuroanatomy models), whereas the remaining used non-digital learning tools (e.g., 3D physical models). CONCLUSIONS Our work highlight the progressive interest in the study of neuroanatomy teaching tools over the last years, as evidenced from the number of publications and highlight the need to consider new tools, coping with technological development in medical education.
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Affiliation(s)
- M. Arantes
- Department of Biomedicine, Unit of Anatomy, Faculty of Medicine of the University of Porto, Al. Prof. Hernâni Monteiro, 4200 – 319, Porto, Portugal
- Division of Neuroradiology, Department of Radiology, Portuguese Institute of Oncology, Porto, Portugal
| | - J. Arantes
- Psychology School, University of Minho, Campus de Gualtar, 4710-057 Braga, Portugal
| | - M. A. Ferreira
- Department of Public Health, Forensic Sciences and Medical Education, Faculty of Medicine of the University of Porto, Al. Prof. Hernâni Monteiro, 4200 – 319, Porto, Portugal
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11
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Atlasi MA, Moravveji A, Nikzad H, Mehrabadi V, Naderian H. Learning styles and strategies preferences of Iranian medical students in gross anatomy courses and their correlations with gender. Anat Cell Biol 2017; 50:255-260. [PMID: 29354296 PMCID: PMC5768561 DOI: 10.5115/acb.2017.50.4.255] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2017] [Revised: 08/23/2017] [Accepted: 08/29/2017] [Indexed: 12/03/2022] Open
Abstract
The learning approaches can help anatomy teachers design a suitable curriculum in harmony with their students' learning styles. The research objective is to evaluate gross anatomy learning styles and strategies preferences of Iranian medical students at Kashan University of Medical Sciences (KAUMS). This cross-sectional questionnaire-based study was carried out on 237 Iranian medical students. The students answered questions on approaches to learning anatomy and expressed opinions about learning anatomy in medical curriculum. The data were analyzed to disclose statistically significant differences between male and female students. Iranian male and female students were interested in learning anatomy using notes, plastic models, pictures and diagrams, clinical context, dissection and prosection of cadavers; however, they rarely used cross-sectional images and web-based resources. Both groups of medical students used region and system in learning anatomy. However, there existed some striking differences, particularly in having difficulty in studying anatomy using cadaveric specimens, using books alone, and learning it in small groups. Male students were less interested in learning with cadavers than female counterparts. However, female students were more interested in learning anatomy in small groups. This study suggests that instructors should design gross anatomy curriculum based on limitations of using dissection of cadaver in Iranian universities, emphasis on the applied anatomy, and learning of gross anatomy in small groups.
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Affiliation(s)
- Mohammad Ali Atlasi
- Anatomical Sciences Research Center, Kashan University of Medical Sciences, Kashan, Iran.,Department of Anatomy, Faculty of Medicine, Kashan University of Medical Sciences, Kashan, Iran
| | - Alireza Moravveji
- Anatomical Sciences Research Center, Kashan University of Medical Sciences, Kashan, Iran
| | - Hossein Nikzad
- Anatomical Sciences Research Center, Kashan University of Medical Sciences, Kashan, Iran.,Gametogenesis Research Center, Kashan University of Medical Sciences, Kashan, Iran
| | - Vahid Mehrabadi
- Department of Anatomy, Faculty of Medicine, Kashan University of Medical Sciences, Kashan, Iran
| | - Homayoun Naderian
- Anatomical Sciences Research Center, Kashan University of Medical Sciences, Kashan, Iran.,Department of Anatomy, Faculty of Medicine, Kashan University of Medical Sciences, Kashan, Iran
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Wilson AB, Miller CH, Klein BA, Taylor MA, Goodwin M, Boyle EK, Brown K, Hoppe C, Lazarus M. A meta-analysis of anatomy laboratory pedagogies. Clin Anat 2017; 31:122-133. [DOI: 10.1002/ca.22934] [Citation(s) in RCA: 84] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2017] [Revised: 06/02/2017] [Accepted: 06/02/2017] [Indexed: 11/09/2022]
Affiliation(s)
- Adam B. Wilson
- Department of Cell and Molecular Medicine; Rush University; Chicago Illinois
| | - Corinne H. Miller
- Galter Health Sciences Library, Feinberg School of Medicine, Northwestern University; Chicago Illinois
| | - Barbie A. Klein
- Medical Sciences Program, Indiana University School of Medicine; Bloomington Indiana
| | - Melissa A. Taylor
- Medical Sciences Program, Indiana University School of Medicine; Bloomington Indiana
| | - Michael Goodwin
- Medical Sciences Program, Indiana University School of Medicine; Bloomington Indiana
| | - Eve K. Boyle
- Department of Anthropology; George Washington University, Center for the Advanced Study of Human Paleobiology; Washington District of Columbia
| | - Kirsten Brown
- Department of Anatomy & Regenerative Biology; George Washington University; Washington District of Columbia
| | - Chantal Hoppe
- Department of Anatomy & Developmental Biology; Monash University; Clayton Victoria Australia
| | - Michelle Lazarus
- Department of Anatomy & Developmental Biology; Monash University; Clayton Victoria Australia
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13
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Al-Mohrej OA, Al-Ayedh NK, Masuadi EM, Al-Kenani NS. Learning methods and strategies of anatomy among medical students in two different Institutions in Riyadh, Saudi Arabia. MEDICAL TEACHER 2017; 39:S15-S21. [PMID: 28120632 DOI: 10.1080/0142159x.2016.1254737] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
BACKGROUND Anatomy instructors adopt individual teaching methods and strategies to convey anatomical information to medical students for learning. Students also exhibit their own individual learning preferences. Instructional methods preferences vary between both instructors and students across different institutions. AIMS In attempt to bridge the gap between teaching methods and the students' learning preferences, this study aimed to identify students' learning methods and different strategies of studying anatomy in two different Saudi medical schools in Riyadh. MATERIALS AND METHODS A cross-sectional study, conducted in Saudi Arabia in April 2015, utilized a three-section questionnaire, which was distributed to a consecutive sample of 883 medical students to explore their methods and strategies in learning and teaching anatomy in two separate institutions in Riyadh, Saudi Arabia. RESULTS Medical students' learning styles and preferences were found to be predominantly affected by different cultural backgrounds, gender, and level of study. Many students found it easier to understand and remember anatomy components using study aids. In addition, almost half of the students felt confident to ask their teachers questions after class. The study also showed that more than half of the students found it easier to study by concentrating on a particular part of the body rather than systems. Students' methods of learning were distributed equally between memorizing facts and learning by hands-on dissection. In addition, the study showed that two thirds of the students felt satisfied with their learning method and believed it was well suited for anatomy. CONCLUSIONS There is no single teaching method which proves beneficial; instructors should be flexible in their teaching in order to optimize students' academic achievements.
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Affiliation(s)
- Omar A Al-Mohrej
- a College of medicine , King Saud bin Abdulaziz University for Health Sciences , Riyadh , Saudi Arabia
| | - Noura K Al-Ayedh
- b College of medicine , Al-Maarefa Colleges for Science & Technology , Riyadh , Saudi Arabia
| | - Emad M Masuadi
- a College of medicine , King Saud bin Abdulaziz University for Health Sciences , Riyadh , Saudi Arabia
| | - Nader S Al-Kenani
- a College of medicine , King Saud bin Abdulaziz University for Health Sciences , Riyadh , Saudi Arabia
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14
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Choi-Lundberg DL, Low TF, Patman P, Turner P, Sinha SN. Medical student preferences for self-directed study resources in gross anatomy. ANATOMICAL SCIENCES EDUCATION 2016; 9:150-60. [PMID: 26033851 DOI: 10.1002/ase.1549] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2014] [Revised: 02/26/2015] [Accepted: 05/11/2015] [Indexed: 05/15/2023]
Abstract
Gross anatomy instruction in medical curricula involve a range of resources and activities including dissection, prosected specimens, anatomical models, radiological images, surface anatomy, textbooks, atlases, and computer-assisted learning (CAL). These resources and activities are underpinned by the expectation that students will actively engage in self-directed study (SDS) to enhance their knowledge and understanding of anatomy. To gain insight into preclinical versus clinical medical students' preferences for SDS resources for learning gross anatomy, and whether these vary on demographic characteristics and attitudes toward anatomy, students were surveyed at two Australian medical schools, one undergraduate-entry and the other graduate-entry. Lecture/tutorial/practical notes were ranked first by 33% of 156 respondents (mean rank ± SD, 2.48 ± 1.38), textbooks by 26% (2.62 ± 1.35), atlases 20% (2.80 ± 1.44), videos 10% (4.34 ± 1.68), software 5% (4.78 ± 1.50), and websites 4% (4.24 ± 1.34). Among CAL resources, Wikipedia was ranked highest. The most important factor in selecting CAL resources was cost (ranked first by 46%), followed by self-assessment, ease of use, alignment with curriculum, and excellent graphics (each 6-9%). Compared with preclinical students, clinical students ranked software and Acland's Video Atlas of Human Anatomy higher and felt radiological images were more important in selecting CAL resources. Along with other studies reporting on the quality, features, and impact on learning of CAL resources, the diversity of students' preferences and opinions on usefulness and ease of use reported here can help guide faculty in selecting and recommending a range of CAL and other resources to their students to support their self-directed study.
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Affiliation(s)
- Derek L Choi-Lundberg
- Division of Medicine and Paramedicine, School of Medicine, Faculty of Health, University of Tasmania, Hobart, Australia
| | - Tze Feng Low
- Information Technology Client Services, Faculty of Health, University of Tasmania, Hobart, Australia
| | - Phillip Patman
- Faculty of Health, University of Tasmania, Hobart, Australia
| | - Paul Turner
- Discipline of Information and Communication Technology, School of Engineering and Information and Communication Technology, Faculty of Science, Engineering and Technology, University of Tasmania, Hobart, Australia
| | - Sankar N Sinha
- Department of Anatomy, School of Medicine, University of Notre Dame, Sydney, Australia
- Discipline of Surgery, Division of Medicine and Paramedicine, School of Medicine, Faculty of Health, University of Tasmania, Hobart, Australia
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A new contrast agent for radiological and dissection studies of the arterial network of anatomic specimens. Surg Radiol Anat 2013; 36:79-83. [DOI: 10.1007/s00276-013-1143-z] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2013] [Accepted: 05/23/2013] [Indexed: 10/26/2022]
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16
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Anxiety of first cadaver demonstration in medical, dentistry and pharmacy faculty students. Surg Radiol Anat 2013; 35:419-26. [DOI: 10.1007/s00276-013-1075-7] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2012] [Accepted: 01/08/2013] [Indexed: 10/27/2022]
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Mustafa AG, Allouh MZ, Mustafa IG, Hoja IM. Anatomy learning styles and strategies among Jordanian and Malaysian medical students: the impact of culture on learning anatomy. Surg Radiol Anat 2013; 35:435-41. [PMID: 23292088 DOI: 10.1007/s00276-012-1067-z] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2012] [Accepted: 12/19/2012] [Indexed: 10/27/2022]
Abstract
PURPOSE The study aims to investigate anatomy learning styles and strategies of Jordanian and Malaysian medical students at the Jordan University of Science and Technology. METHODS The study is a cross-sectional questionnaire-based study. Students' responses for the questionnaire were numerically coded, and the results were analyzed to reveal statistically significant differences between Jordanian and Malaysian students. RESULTS The results showed that Jordanian medical students were less interested in using cadavers in learning anatomy than Malaysian medical students. However, similar to their Malaysian counterparts, they prefer to employ other tools to learn anatomy like plastinated models and Internet-based resources. In addition to the aforementioned tools, Malaysian students were more interested in using cross-sectional images and making their own revision cards. Both Jordanian and Malaysian medical students were more interested in learning anatomy through clinical cases, and by system rather than by region. Moreover, it was revealed that Jordanian medical students learn anatomy more efficiently when they formulate a general view of a particular topic. Both Jordanian and Malaysian medical students also relied on reciting definitions and memorizing facts to learn anatomy. The study also reported significant differences between Jordanian and Malaysian students' perspectives on learning anatomy. CONCLUSIONS The findings of the study suggest that Jordanian and Malaysian medical students posses different cultures of learning. Jordanian anatomy instructors need to consider these different learning cultures when they prepare their instructional methods and teaching materials to fulfill the educational needs of their culturally diverse students.
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Affiliation(s)
- Ayman G Mustafa
- Department of Anatomy, Faculty of Medicine, Jordan University of Science and Technology, PO Box 3030, Irbid 22110, Jordan.
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Jayawardena CK, Hewapathirana TN, Banneheka S, Ariyasinghe S, Ihalagedara D. Association of learning approaches with academic performance of Sri Lankan first-year dental students. TEACHING AND LEARNING IN MEDICINE 2013; 25:334-341. [PMID: 24112203 DOI: 10.1080/10401334.2013.827978] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
BACKGROUND Primarily deep approach (DA) and surface approach (SA) to learning have been distinguished among students. PURPOSE We aimed to determine the learning approaches and their association with the academic performance of a batch of 1st-year Sri Lankan dental students. METHODS Learning scores of students were calculated using the revised two-factor study process (R-SPQ-2F) questionnaire and they were correlated with the academic performance of students. RESULTS The 80.65% of students showed a greater DA score than SA score. Mean values of students' DA and SA scores were 31.79 ± 6.1 and 22.74 ± 5.5, respectively. A positive statistically significant correlation (r = .3, p < .05) was observed only between DA score and marks of Short Answer Questions in anatomy. CONCLUSIONS This sample of students uses both deep and surface learning approaches with more preference to DA than SA. The correlation between learning approaches and academic performance was inconsistent.
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Affiliation(s)
- Chantha K Jayawardena
- a Department of Basic Sciences, Faculty of Dental Sciences , University of Peradeniya , Peradeniya , Sri Lanka
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Ropars M, Haegelen C, Najihi N, Berton E, Darnault P, Morandi X. [Analytic study of hopes and perceptions of second-year medical school students during gross anatomy laboratory cessions]. Morphologie 2011; 95:60-64. [PMID: 21620752 DOI: 10.1016/j.morpho.2011.01.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
INTRODUCTION Using an anonymous questionnaire, this study aimed to assess hopes and perceptions of second-year medical school students faced to gross anatomy dissections and to appreciate the status of dissection within the others anatomical teaching tools. MATERIALS AND METHODS The questionnaire was distributed among 210 second-year medical students during gross anatomy dissections. The first part of the questionnaire aimed to assess perceptions of students before dissections while the second part aimed to position dissection in their anatomical teaching cursus. RESULTS Within the 210 students participating to the study, 70 (45%) had not seen a dead human body before the laboratory cession. The main stressful factors were technical difficulties encountered during dissection more than embarrassment in front of the cadaver. The level of stress was significantly higher in female students. Hand, neck and gluteal regions were the most stressful regions reported by students. Students considered that gross anatomy dissection was a key ritual experience crucial for their formation that should not be only proposed to senior practitioners. CONCLUSION This study illustrates the invariable interest of medical students for gross anatomy laboratory cessions that permit a first technical experience, faced to the death.
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Affiliation(s)
- M Ropars
- Laboratoire d'anatomie et d'organogenèse, faculté de médecine, 2, avenue du Professeur-Léon-Bernard, 35043 Rennes cedex, France.
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