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Berrios Barillas R, Bove A. The effect of pre-body donor quizzes on student performance in a hybrid anatomy course. Clin Anat 2024; 37:563-570. [PMID: 38501651 DOI: 10.1002/ca.24159] [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: 11/20/2023] [Revised: 03/04/2024] [Accepted: 03/08/2024] [Indexed: 03/20/2024]
Abstract
Learning human anatomy is essential for Doctor of Physical Therapy (DPT) education. Body donors are traditionally utilized to understand content, but in a hybrid learning environment, students have limited time to use body donors. To improve body donor access and learning, we created online synchronous pre-body donor activities. The impact of these online strategies on students' subsequent exams and final grade were investigated in a non-randomized, observational study. These activities were hypothesized to positively influence students' anatomy performance. In a 16-week semester, DPT students (case [n = 91], control [n = 22]) participated in a hybrid program of asynchronous/synchronous online learning and two in-person immersions. Measures included student course grades and teaching surveys. Spearman's rho correlations analyzed the relationship between four pre-body donor quizzes to body donor exams, written exams, and final course grade. Mann-Whitney U tests assessed differences in grades between cohorts. A linear regression model examined the influence of pre-body donor quizzing on exams/final grades. Correlation tests revealed a strong relationship between the average pre-body donor quiz score and both the first written exam and final course grade (p = 0.0001). The case group achieved significantly higher scores than the control group on the first in-person body donor exam (p = 0.011), the second written exam (p = 0.0001), and the final grade (p = 0.004). The pre-body donor quizzes predicted performance on the subsequent in-person body donor exams, written exams, and the final grade. Implementation of online pre-body donor learning activities was associated with increased academic performance among hybrid DPT students and may aid in learning anatomy concepts for clinical practice.
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Affiliation(s)
| | - Allyn Bove
- Department of Physical Therapy, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
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2
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Pettersson A, Karlgren K, Hjelmqvist H, Meister B, Silén C. An exploration of students' use of digital resources for self-study in anatomy: a survey study. BMC MEDICAL EDUCATION 2024; 24:45. [PMID: 38195470 PMCID: PMC10777562 DOI: 10.1186/s12909-023-04987-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Accepted: 12/18/2023] [Indexed: 01/11/2024]
Abstract
BACKGROUND The development of technology has provided new ways for active engagement and for visualizing structures in anatomy education including digital resources that may be used outside of the classroom. To support students' learning, there is a need to better understand students' experiences of using digital resources. This study aimed to identify which resources students use, their preferences, the purpose of using them, and barriers to adopting tools for self-study of anatomy. METHODS A mixed -methods approach combining qualitative and quantitative data was used to collect and analyse data. Two consecutive cohorts of first-semester medical students (n = 278) were invited to complete an anonymized survey. The survey consisted of itemized questions, free-text space for comments, and one open-ended question. Descriptive statistics were used for demographics and itemized answers. Comments and free-text answers were analysed qualitatively using abductive inference. RESULTS One hundred and twenty-seven students completed the survey (response rate 45%). Most students (46%) reported that they spend more than 30 h/per week on self-study. They used a variety of digital resources for different purposes. Most students used digital resources to prepare for examinations, when they encountered difficulties and after going through a section. Students reported that they would use digital resources to a greater extent if they were offered an introduction, if resources were more accessible, and if they could interact with a tutor. The free-text responses revealed that digital resources helped students understand anatomy, allowed them to make active choices, provided tools for repetition and memorization, accelerated and simplified the learning process, and complemented other learning resources. CONCLUSIONS Digital resources may support the understanding of anatomy by offering alternative modes of learning and providing a valuable complement to other learning resources. Educators should consider how digital resources are introduced and offer support and feedback.
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Affiliation(s)
- Anna Pettersson
- Department of Neurobiology, Care Sciences, and Society, Division of Physiotherapy, Karolinska Institutet, Solna, Sweden.
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
| | - Klas Karlgren
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- Department of Research, Education, Development and Innovation, Södersjukhuset, Stockholm, Sweden
- Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| | - Hans Hjelmqvist
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- School of Medical Sciences, Örebro University, Örebro, Sweden
| | - Björn Meister
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Charlotte Silén
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
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3
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Le A, Satkunam L, Yu JC. Residents' Perceptions of a Novel Virtual Livestream Cadaveric Teaching Series for Musculoskeletal Anatomy Education. Am J Phys Med Rehabil 2023; 102:e165-e168. [PMID: 37204937 DOI: 10.1097/phm.0000000000002284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
ABSTRACT Musculoskeletal anatomy education is essential to many healthcare providers but has consistently been considered difficult for various reasons. Traditional methods have focused on in-person cadaveric teaching, which became inaccessible during the COVID-19 pandemic; therefore, new teaching methods were developed to address this gap in education. This project implemented novel virtual livestream musculoskeletal anatomy teaching methodology with cadaveric prosections and evaluated the efficacy of this modality compared with traditional in-person cadaveric teaching. A targeted musculoskeletal anatomy curriculum was developed and delivered via livestream to 12 Canadian physiatry residents. Upon completing the virtual curriculum, residents completed an anonymous survey assessing this new virtual livestream cadaveric methodology compared with previous experiences with traditional in-person anatomy teaching. The survey response rate was 92%. Most participants (73%) rated the virtual livestream sessions as better than traditional in-person teaching. Reasons included better visualization of cadaveric anatomy and easy discussion among the group. T test analysis comparing both methods demonstrated the livestream method was equivalent or better across several domains. Virtual livestream teaching is a viable method for teaching the important subject of musculoskeletal anatomy. Educators should consider how to best integrate this approach into future anatomy curricula.
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Affiliation(s)
- Andy Le
- From the Division of Physical Medicine and Rehabilitation, Department of Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada
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McNeill K, Reyes N, Choe S, Peterson D, Bryant D, Sonnadara RR. A History of Musculoskeletal Medicine and Its Place and Progress in Undergraduate Medical Education. MEDICAL SCIENCE EDUCATOR 2023; 33:777-790. [PMID: 37501799 PMCID: PMC10368607 DOI: 10.1007/s40670-023-01782-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/23/2023] [Indexed: 07/29/2023]
Abstract
Musculoskeletal diseases are responsible for some of the most prevalent conditions affecting population health in the world. Despite the prevalence of these conditions, musculoskeletal medicine has a fraught history within the world of undergraduate medical education. We review the origins of musculoskeletal medicine, its evolution in undergraduate medical education, and progress that has been made over the last decade as a result of global initiatives such as the Bone and Joint Decade. Understanding the history of musculoskeletal medicine is essential to contextualizing the problems that exist today and creating comprehensive solutions to fill the gaps that persist in musculoskeletal curricula.
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Affiliation(s)
- Kestrel McNeill
- Department of Health Research Methods, Evidence, and Impact, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada
- Department of Psychology, Neuroscience, and Behaviour, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada
| | - Natasha Reyes
- Department of Psychology, Neuroscience, and Behaviour, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada
| | - Stella Choe
- Department of Psychology, Neuroscience, and Behaviour, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada
| | - Devin Peterson
- Department of Surgery, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada
| | - Dianne Bryant
- Department of Health Research Methods, Evidence, and Impact, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada
- Department of Surgery, Western University, 1151 Richmond St, London, ON N6A 3K7 Canada
| | - Ranil R. Sonnadara
- Department of Health Research Methods, Evidence, and Impact, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada
- Department of Psychology, Neuroscience, and Behaviour, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada
- Department of Surgery, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8 Canada
- Department of Surgery, University of Toronto, 27 King’s College Cir, Toronto, ON M5S 1A1 Canada
- Compute Ontario, Toronto, ON Canada
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5
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Brown KE, Heise N, Eitel CM, Nelson J, Garbe BA, Meyer CA, Ivie KR, Clapp TR. A Large-Scale, Multiplayer Virtual Reality Deployment: A Novel Approach to Distance Education in Human Anatomy. MEDICAL SCIENCE EDUCATOR 2023; 33:409-421. [PMID: 36820280 PMCID: PMC9933027 DOI: 10.1007/s40670-023-01751-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/09/2023] [Indexed: 05/31/2023]
Abstract
The arrival of COVID-19 restrictions and the increasing demand of online instruction options posed challenges to education communities worldwide, especially in human anatomy. In response, Colorado State University developed and deployed an 8-week-long large-scale virtual reality (VR) course to supplement online human anatomy instruction. Students (n = 75) received a VR-capable laptop and head-mounted display and participated in weekly synchronous group laboratory sessions with instructors. The software enabled students to remotely collaborate in a common virtual space to work with human anatomy using an artist-rendered cadaver. Qualitative data were collected on student engagement, confidence, and reactions to the new technology. Quantitative data assessed student knowledge acquisition and retention of anatomical spatial relationships. Results indicated that students performed better in the online course (mean = 82.27%) when compared to previous in-person laboratories (mean = 80.08%). The utilization of VR promoted student engagement and increased opportunities for student interaction with teaching assistants, peers, and course content. Notably, students reported benefits that focused on unique aspects of their virtual learning environment, including the ability to infinitely scale the cadaver and walk inside and around anatomical structures. Results suggested that using VR was equivalent to 2D methods in student learning and retention of anatomical relationships. Overall, the virtual classroom maintained the rigor of traditional gross anatomy laboratories without negatively impacting student examination scores and provided a high level of accessibility, without compromising learner engagement. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01751-w.
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Affiliation(s)
- Katelyn E. Brown
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO USA
| | - Natascha Heise
- Department of Pathology and Anatomy, Eastern Virginia Medical School, Norfolk, VA USA
| | - Chad M. Eitel
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO USA
| | - Jordan Nelson
- School of Medicine, University of Colorado Anschutz, Aurora, CO USA
| | | | - Carolyn A. Meyer
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO USA
| | - Kenneth R Ivie
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO USA
| | - Tod R. Clapp
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO USA
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6
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Adnan S, Xiao J. A scoping review on the trends of digital anatomy education. Clin Anat 2023; 36:471-491. [PMID: 36583721 DOI: 10.1002/ca.23995] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 12/11/2022] [Accepted: 12/12/2022] [Indexed: 12/31/2022]
Abstract
Digital technologies are changing the landscape of anatomy education. To reveal the trend of digital anatomy education across medical science disciplines, searches were performed using PubMed, EMBASE, and MEDLINE bibliographic databases for research articles published from January 2010 to June 2021 (inclusive). The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate and postgraduate anatomy and pre-vocational clinical anatomy training courses. Among 156 included studies across six health disciplines, 35% used three-dimensional (3D) digital printing tools, 24.2% augmented reality (AR), 22.3% virtual reality (VR), 11.5% web-based programs, and 4.5% tablet-based apps. There was a clear discipline-dependent preference in the choice and employment of digital anatomy education. AR and VR were the more commonly adopted digital tools for medical and surgical anatomy education, while 3D printing is more broadly used for nursing, allied health and dental health education compared to other digital resources. Digital modalities were predominantly adopted for applied interactive anatomy education and primarily in advanced anatomy curricula such as regional anatomy and neuroanatomy. Moreover, there was a steep increase in VR anatomy combining digital simulation for surgical anatomy training. There is a consistent increase in the adoption of digital modalities in anatomy education across all included health disciplines. AR and VR anatomy incorporating digital simulation will play a more prominent role in medical education of the future. Combining multimodal digital resources that supports blended and interactive learning will further modernize anatomy education, moving medical education further away from its didactic history.
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Affiliation(s)
- Sharmeen Adnan
- Department of Health Sciences and Biostatistics, School of Health Sciences, Swinburne University of Technology, Hawthorn, Australia
| | - Junhua Xiao
- Department of Health Sciences and Biostatistics, School of Health Sciences, Swinburne University of Technology, Hawthorn, Australia.,School of Allied Health, La Trobe University, Bundoora, Australia
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7
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Harkins P, Burke E, Conway R. Musculoskeletal education in undergraduate medical curricula-A systematic review. Int J Rheum Dis 2023; 26:210-224. [PMID: 36502533 PMCID: PMC10107471 DOI: 10.1111/1756-185x.14508] [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: 04/12/2022] [Revised: 11/04/2022] [Accepted: 11/20/2022] [Indexed: 12/14/2022]
Abstract
Rheumatic and musculoskeletal diseases encompass a vast spectrum of up to 200 conditions that are increasingly prevalent, with significant associated disability and socioeconomic burden. Their impact is pervasive, with musculoskeletal conditions being the second leading cause of years lived with disability worldwide, in addition to the 9th most common cause of disability-adjusted life years. It is therefore imperative that all graduating medical physicians are competent in their management, and that the quality of undergraduate musculoskeletal education is commensurate with patient and societal needs. A systematic literature review was conducted between April 1, 2021 and June 1, 2021 assessing the quality of undergraduate musculoskeletal education in medical schools. Educational interventions in musculoskeletal medicine were also included. Quality assessment appraisal of the studies was done using a Mixed Methods Appraisal Tool. One thousand and thirty-three titles were screened, and 44 studies were included in the final analysis. Our analysis of these studies showed that the quality of undergraduate musculoskeletal education, as determined by the cognitive mastery and clinical confidence of undergraduate medical students remains inadequate. Multiple educational interventions were assessed with mixed results. Despite the prevalence, and burden associated with rheumatic and musculoskeletal diseases, the musculoskeletal education of undergraduate medical students remains inadequate. Urgent international collaboration is required to devise teaching strategies and curriculum initiatives that are globally and reproducibly applicable and effective. Further research into educational interventions and teaching strategies is also required.
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Affiliation(s)
- Patricia Harkins
- Trinity College Dublin, The University of Dublin, Dublin, Ireland
| | - Eoghan Burke
- Royal College of Surgeons, Dublin, Ireland, Dublin, Ireland
| | - Richard Conway
- Trinity College Dublin, The University of Dublin, Dublin, Ireland
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8
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Hadžiomerović N, Hadžiomerović AI, Avdić R, Muminović A, Tandir F, Bejdić P, Pandžić A. Students' performance in teaching neuroanatomy using traditional and technology-based methods. Anat Histol Embryol 2023; 52:115-122. [PMID: 36259629 DOI: 10.1111/ahe.12876] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Revised: 09/26/2022] [Accepted: 10/06/2022] [Indexed: 01/19/2023]
Abstract
The use of digital teaching resources became widespread and very helpful during the COVID-19 pandemic as an alternative to a traditional course with cadavers. Technologies such as augmented reality (AR), virtual reality (VR), 3D models, video lectures and other online resources enable three-dimensional visualization of the anatomical structures and allow students to learn more interactively. The aim of this study was to compare students' performance in the traditional anatomical courses in teaching neuroanatomy and technology-based learning methods such as video lectures, 3D models and 3D printed specimens. Four groups of first-year students of Veterinary Faculty established for the practical classes during the academic year 2021/2022 took part in this research. The total number of students participating in this research was 72. Each group attended separately the theoretical lecture with a demonstration based on a different technique; the control group used formalized specimens, while the three experimental groups used video lectures, 3D models and 3D printed specimens, respectively. Subsequently, all groups completed the same questionnaire testing their short-term memory of the neuroanatomical structures. After four weeks students were tested for their long-term memory of the neuroanatomy lecture with the follow-up test containing an identical list of questions. The test scores using video lectures and 3D printed models were significantly higher compared with the group that learned in the traditional way. This study suggests that alternative approaches such as technology-based digital methods can facilitate memorization of anatomical terms and structures in a more interactive and sensory engaging way of learning.
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Affiliation(s)
- Nedžad Hadžiomerović
- Department of Basic Sciences of Veterinary Medicine, University of Sarajevo - Veterinary Faculty, Sarajevo, Bosnia and Herzegovina
| | | | - Rizah Avdić
- Department of Basic Sciences of Veterinary Medicine, University of Sarajevo - Veterinary Faculty, Sarajevo, Bosnia and Herzegovina
| | - Adis Muminović
- Department of Mechanical Design, University of Sarajevo - Faculty of Engineering, Sarajevo, Bosnia and Herzegovina
| | - Faruk Tandir
- Department of Basic Sciences of Veterinary Medicine, University of Sarajevo - Veterinary Faculty, Sarajevo, Bosnia and Herzegovina
| | - Pamela Bejdić
- Department of Basic Sciences of Veterinary Medicine, University of Sarajevo - Veterinary Faculty, Sarajevo, Bosnia and Herzegovina
| | - Adi Pandžić
- Department of Mechanical Production Engineering, University of Sarajevo - Faculty of Engineering, Sarajevo, Bosnia and Herzegovina
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9
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Wu A, Xiao QY, McWatt S, Utomo R, Talis A, Saraci K, Brassett C, Sagoo MG, Wingate R, Chien CL, Traxler H, Waschke J, Vielmuth F, Yamada Y, Sakurai T, Zeroual M, Olsen J, El-Batti S, Viranta-Kovanen S, Keay K, Stewart W, Kunzel C, Bernd P, Kielstein H, Noël GPJC. The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death. MEDICAL SCIENCE EDUCATOR 2022; 32:1033-1044. [PMID: 36097588 PMCID: PMC9453724 DOI: 10.1007/s40670-022-01609-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/25/2022] [Indexed: 05/28/2023]
Abstract
BACKGROUND During the COVID-19 pandemic, in-person cadaveric dissection laboratories for teaching anatomy were omitted by many schools around the world. While knowledge domains can be easily evaluated via remote exams, non-traditional discipline-independent skills such as those encouraged through reflection on the topic of death are often overlooked. This study investigated how different anatomy course formats played a role in initiating students' reflections on death during the COVID-19 pandemic. METHOD In fall 2020, 217 medical, dental, premedical, and health sciences students from 13 international universities discussed differences in their anatomy courses online. Formats of anatomy courses ranged from dissection-based, prosection-based, hybrid (combination of dissection and prosection) to no laboratory exposure at all. Students' responses to the question, "Did/does your anatomy course initiate your thinking about life's passing?" were collected, and they self-reported themes that were present in their reflections on death using a multiple-choice prompt. Statistical analyses to detect differences between students with and without exposure to cadavers were performed using the chi-squared test. RESULTS When comparing students who had exposure to human anatomical specimens to those who had no exposure, the majority of students with exposure thought that the course did initiate thoughts about life's passing, compared to students without exposure (P < 0.05). Reflection themes were consistent across groups. DISCUSSION These findings indicate that anatomy dissection courses are important for the initiation of students' feelings about the topic of death. Omission of cadaveric dissection- or prosection-based laboratories will decrease the likelihood that students initiate reflection on this topic and gain important transferable skills.
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Affiliation(s)
- Anette Wu
- Department of Medicine and Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, New York, NY USA
| | - Que Yun Xiao
- Department of Medicine and Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, New York, NY USA
| | - Sean McWatt
- Department of Anatomy and Cell Biology, McGill University, Montreal, Canada
| | - Rachel Utomo
- Department of Medicine and Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, New York, NY USA
| | - Austin Talis
- Department of Medicine and Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, New York, NY USA
| | - Kerstin Saraci
- Institute of Anatomy, Faculty of Medicine, Vegetative Anatomy, Ludwig Maximilian University, Munich, Germany
| | - Cecilia Brassett
- Department of Physiology, Development and Neuroscience, University of Cambridge, Cambridge, UK
| | - Mandeep Gill Sagoo
- Department of Anatomy and Neurobiology, School of Centre for Education, King’s College London, London, UK
| | - Richard Wingate
- Department of Anatomy and Neurobiology, School of Centre for Education, King’s College London, London, UK
| | - Chung-Liang Chien
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Hannes Traxler
- Center for Anatomy and Cell Biology, Medical University Vienna, Vienna, Austria
| | - Jens Waschke
- Institute of Anatomy, Faculty of Medicine, Vegetative Anatomy, Ludwig Maximilian University, Munich, Germany
| | - Franziska Vielmuth
- Institute of Anatomy, Faculty of Medicine, Vegetative Anatomy, Ludwig Maximilian University, Munich, Germany
| | - Yukari Yamada
- Kyoto University Graduate School of Medicine, Kyoto University, Kyoto, Japan
| | - Takeshi Sakurai
- Department of Medicine and Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, New York, NY USA
- Kyoto University Graduate School of Medicine, Kyoto University, Kyoto, Japan
| | - Mina Zeroual
- Department of Anatomy and Cell Biology, McGill University, Montreal, Canada
| | - Jorgen Olsen
- Department of Cellular and Molecular Medicine, University of Copenhagen, Copenhagen, Denmark
| | - Salma El-Batti
- Department of Cardiovascular Surgery, University of Paris, Paris, France
| | | | - Kevin Keay
- Discipline of Anatomy and Histology, The University of Sydney, Sydney, Australia
| | - William Stewart
- Anatomy Section, Department of Surgery, Yale University, New Haven, CT USA
| | - Carol Kunzel
- Department of Medicine and Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, New York, NY USA
| | - Paulette Bernd
- Department of Medicine and Pathology and Cell Biology, Vagelos College of Physicians and Surgeons, Columbia University, New York, NY USA
| | - Heike Kielstein
- Institute for Anatomy and Cell Biology, Medical Faculty, Martin Luther University, Halle-Wittenberg, Germany
| | - Geoffroy P. J. C. Noël
- Anatomy Division, Department of Surgery, University of California San Diego, San Diego, CA USA
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10
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Novel development of a 3D digital mediastinum model for anatomy education. TRANSLATIONAL RESEARCH IN ANATOMY 2022. [DOI: 10.1016/j.tria.2021.100158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
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11
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Labranche L, Wilson TD, Terrell M, Kulesza RJ. Learning in Stereo: The Relationship Between Spatial Ability and 3D Digital Anatomy Models. ANATOMICAL SCIENCES EDUCATION 2022; 15:291-303. [PMID: 33527687 DOI: 10.1002/ase.2057] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 01/21/2021] [Accepted: 01/26/2021] [Indexed: 06/12/2023]
Abstract
Three-dimensional (3D) digital anatomical models show potential to demonstrate complex anatomical relationships; however, the literature is inconsistent as to whether they are effective in improving the anatomy performance, particularly for students with low spatial visualization ability (Vz). This study investigated the educational effectiveness of a 3D stereoscopic model of the pelvis, and the relationship between learning with 3D models and Vz. It was hypothesized that participants learning with a 3D pelvis model would outperform participants learning with a two-dimensional (2D) visualization or cadaveric specimen on a spatial anatomy test, particularly when comparing those with low Vz. Participants (n = 64) were stratified into three experimental groups, who each attended a learning session with either a 3D stereoscopic model (n = 21), 2D visualization (n = 21), or cadaveric specimen (n = 22) of the pelvis. Medical and pre-medical student participants completed a multiple-choice pre-test and post-test during their respective learning session, and a long-term retention (LTR) test 2 months later. Results showed no difference in anatomy test improvement or LTR performance between the experimental groups. A simple linear regression analysis showed that within the 3D group, participants with high Vz tended to retain more than those with low Vz on the LTR test (R2 = 0.31, P = 0.01). The low Vz participants may be cognitively overloaded by the complex spatial cues from the 3D stereoscopic model. Results of this study should inform resource selection and curriculum design for health professional students, with attention to the impact of Vz on learning.
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Affiliation(s)
- Leah Labranche
- Department of Anatomy, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania
| | - Timothy D Wilson
- Corps for Research of Instructional and Perceptual Technologies, Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, University of Western Ontario, London, Ontario, Canada
| | - Mark Terrell
- Department of Anatomy, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania
| | - Randy J Kulesza
- Department of Anatomy, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania
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12
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Santos VA, Barreira MP, Saad KR. Technological resources for teaching and learning about human anatomy in the medical course: Systematic review of literature. ANATOMICAL SCIENCES EDUCATION 2022; 15:403-419. [PMID: 34664384 DOI: 10.1002/ase.2142] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Revised: 10/12/2021] [Accepted: 10/14/2021] [Indexed: 06/13/2023]
Abstract
The consolidation of technology as an alternative strategy to cadaveric dissection for teaching anatomy in medical courses was accelerated by the recent Covid-19 pandemic, which caused the need for social distance policies and the closure of laboratories and classrooms. Consequently, new technologies were created, and those already been developed started to be better explored. However, information about many of these instruments and resources is not available to anatomy teachers. This systematic review presents the technological means for teaching and learning about human anatomy developed and applied in medical courses in the last ten years, besides the infrastructure necessary to use them. Studies in English, Portuguese, and Spanish were searched in MEDLINE, Scopus, ERIC, LILACS, and SciELO databases, initially resulting in a total of 875 identified articles, from which 102 were included in the analysis. They were classified according to the type of technology used: three-dimensional (3D) printing (n = 22), extended reality (n = 49), digital tools (n = 23), and other technological resources (n = 8). It was made a detailed description of technologies, including the stage of the medical curriculum in which it was applied, the infrastructure utilized, and which contents were covered. The analysis shows that between all technologies, those related to the internet and 3D printing are the most applicable, both in student learning and the financial cost necessary for its structural implementation.
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Affiliation(s)
- Vinícius A Santos
- School of Medicine, Universidade Federal do Vale do São Francisco, Petrolina, Brazil
| | - Matheus P Barreira
- School of Medicine, Universidade Federal do Vale do São Francisco, Petrolina, Brazil
| | - Karen R Saad
- Department of Morphology, School of Medicine, Universidade Federal do Vale do São Francisco, Petrolina, Brazil
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da Silveira CR, Miamoto Dias PE, Oenning AC, de Brito Junior RB, Turssi CP, Oliveira LB. Digital anatomy table in teaching-learning process of the temporomandibular joint anatomy. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:131-137. [PMID: 33735486 DOI: 10.1111/eje.12680] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Revised: 09/01/2020] [Accepted: 03/12/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The use of teaching resources and digital objects has gradually been incorporated into dental schools. This study aimed to evaluate the digital anatomy table in teaching-learning process of the temporomandibular joint (TMJ) anatomy and the student's perception regarding this resource. MATERIALS AND METHODS A cross-sectional study was conducted on 41 undergraduate dental students. Knowledge assessment tests were applied at different time intervals: before and after the TMJ theoretical class, after the practical class on prosected specimens and after the use of digital anatomy table. The medians of the scores obtained in the three groups (theoretical class, practical class and digital table) were descriptively analysed and submitted to Wilcoxon, Kruskal-Wallis and Student-Newman-Keuls statistical tests. The perception survey was conducted at the end of the study. RESULTS When the teaching strategies were compared amongst each other, the medians of the scores with the digital anatomy table were significantly higher than after the theoretical and practical classes. At the end of the research, there were no differences amongst the three groups (theoretical class, practical class and digital table). Regarding the perception, the majority of the students reported that the digital anatomy table helped them to understand the content of the theoretical class. CONCLUSION It was concluded that learning with the use of the digital anatomy table did not increase the knowledge of dental students with respect to the TMJ anatomy. The students' perceptions of the digital anatomy table were positive and that it could be used as an additional resource in the teaching-learning process.
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Affiliation(s)
| | | | | | | | - Cecilia Pedroso Turssi
- Division of Cariology and Restorative Dentistry, Faculdade São Leopoldo Mandic, Campinas, Brazil
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Vaduva AO, Serban CL, Lazureanu CD, Cornea R, Vita O, Gheju A, Jurescu A, Mihai I, Olteanu EG, Lupu V, Pup A, Cornianu M, Mureșan A, Taban S, Dema ALC. Three-Dimensional Virtual Pathology Specimens: Decrease in Student Performance upon Switching to Digital Models. ANATOMICAL SCIENCES EDUCATION 2022; 15:115-126. [PMID: 33319472 DOI: 10.1002/ase.2041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Revised: 12/04/2020] [Accepted: 12/11/2020] [Indexed: 06/12/2023]
Abstract
Several alternatives to formalin-stored physical specimens have been described in medical literature, but only a few studies have addressed the issue of learning outcomes when these materials were employed. The aim of this study was to conduct a prospective controlled study to assess student performance in learning anatomic pathology when adding three-dimensional (3D) virtual models as adjunct teaching materials in the study of macroscopic lesions. Third-year medical students (n = 501) enrolled at the Victor Babes University of Medicine and Pharmacy in Timisoara, Romania, were recruited to participate. Student performance was assessed through questionnaires. Students performed worse with new method, with poorer results in terms of overall (mean 77.6% ±SD 11.8% vs. 83.6% ±10.5) and individual question scores (percentage of questions with maximum score 34.6% ±25.6 vs. 47.7 ± 24.6). This decreased performance was generalizable, as it was observed across all language divisions and was independent of the teaching assistant involved in the process. In an open-ended feedback evaluation of the new 3D specimens, most students agreed that the new method was better, bringing arguments both for and against these models. Although subjectively the students found the novel teaching materials to be more helpful, their learning performance decreased. A wider implementation as well as exposure to the technique and use of virtual specimens in medical teaching could improve the students' performance outcome by accommodating the needs for novel teaching materials for digital natives.
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Affiliation(s)
- Adrian O Vaduva
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Costela L Serban
- Discipline of Medical Informatics and Biostatistics, Department of Functional Studies, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
- Department of Genetics, Louis Turcanu Clinical Emergency Children's Hospital, Timisoara, Romania
| | - Codruta D Lazureanu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Remus Cornea
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Octavia Vita
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Adelina Gheju
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Aura Jurescu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Ioana Mihai
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Emilian G Olteanu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
- Center for Gene and Cellular Therapies in Cancer Treatment - Oncogen, Pius Branzeu Emergency County Hospital, Timisoara, Romania
| | - Vlad Lupu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Alexandra Pup
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Marioara Cornianu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Anca Mureșan
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Sorina Taban
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Alis L C Dema
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
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15
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Abdullah E, Lone M, Cray JJ, Dvoracek P, Balta JY. Medical Students' Opinions of Anatomy Teaching Resources and Their Role in Achieving Learning Outcomes. MEDICAL SCIENCE EDUCATOR 2021; 31:1903-1910. [PMID: 34950529 PMCID: PMC8651893 DOI: 10.1007/s40670-021-01436-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/05/2021] [Indexed: 06/14/2023]
Abstract
UNLABELLED Several teaching resources are used to enhance the learning of anatomy. The purpose of this study was to examine the preference of medical students on the use of various resources to learn anatomy and their link to 12 learning outcomes. A selected response item questionnaire was administered that asked students to rank six laboratory teaching resources from most to least preferred, and rate how useful these six resources were towards achieving 12 learning outcomes. These learning outcomes covered many of the learning domains such as demonstrating an understanding of anatomy, visualizing structures, appreciating clinical correlations, and understanding anatomical variations. Medical students ranked cadaveric prosections paired with an active learning clinical tutorial as the highest rank and most useful resource for learning anatomy, followed by dissection videos, electronic resources, and printed material, followed by plastinated specimens and plastic models. Overall, cadaveric prosections were also rated as the most helpful teaching resource in achieving various learning outcomes. In conclusion, anatomy teachers should provide prosections coupled with clinical tutorials as well as electronic resources as students prefer these and think they help them learn anatomy. Future studies will investigate the impact of using these resources on students' performance. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01436-2.
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Affiliation(s)
- Elias Abdullah
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
- Department of Clinical Skills, School of Medicine, St. George’s University, West Indies, Grenada
| | - Mutahira Lone
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - James J. Cray
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, OH, USA
| | - Peter Dvoracek
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, OH, USA
| | - Joy Y. Balta
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, OH, USA
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16
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Patera E. Is There a Correlation Between How Medical Students Study and Prepare for Anatomy and the Reasons Why They Find Anatomy Difficult? ANATOMICAL SCIENCES EDUCATION 2021; 14:853-855. [PMID: 33876582 DOI: 10.1002/ase.2091] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 04/14/2021] [Accepted: 04/14/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Eleni Patera
- Department of Anatomy, School of Biomedical Sciences, College of Medical and Dental Sciences, Institute of Clinical Sciences, University of Birmingham, Birmingham, United Kingdom
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17
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Wainman B, Aggarwal A, Birk SK, Gill JS, Hass KS, Fenesi B. Virtual Dissection: An Interactive Anatomy Learning Tool. ANATOMICAL SCIENCES EDUCATION 2021; 14:788-798. [PMID: 33185976 DOI: 10.1002/ase.2035] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2020] [Revised: 10/13/2020] [Accepted: 11/09/2020] [Indexed: 06/11/2023]
Abstract
The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study's objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.
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Affiliation(s)
- Bruce Wainman
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Akanksha Aggarwal
- Doctor of Medicine Program, Carver College of Medicine, University of Iowa, Iowa City, Iowa
| | - Sapriya K Birk
- Master of Public Health program, Faculty of Health Sciences, Queen's University, Kingston, Ontario, Canada
| | - Jaskaran S Gill
- Doctor of Medicine Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Katrina S Hass
- Master of Science in Biomedical Communications Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Barbara Fenesi
- Faculty of Education, University of Western Ontario, London, Ontario, Canada
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18
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Peeler J. Efficacy of an intensive 2-week musculoskeletal anatomy course in a medical education setting. Ann Anat 2021; 239:151802. [PMID: 34265385 DOI: 10.1016/j.aanat.2021.151802] [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: 02/18/2021] [Revised: 04/22/2021] [Accepted: 06/25/2021] [Indexed: 11/29/2022]
Abstract
There is little consistency in student contact hours and teaching activities used in medical curriculums across North America, and controversy exists regarding the most efficient or effective way to teach musculoskeletal (MSK) anatomy in medical school. The purpose of this investigation was to retrospectively examine academic performance and levels of course satisfaction among first year medical students who had completed an intensive 2-week MSK anatomy course during the pre-clerkship portion of their Association of Faculties of Medicine in Canada accredited undergraduate medical program. Course data from formative and summative student evaluations, as well as end-of-course satisfaction surveys were analyzed for a homogenous group of 549 first-year medical students over a 5-year period. Data indicated that student's academic performance on both formative and summative evaluations for the 2-week MSK anatomy course were consistently high, and not significantly different from the results for other system-based 1st year anatomy courses delivered over longer durations. Likert data from end-of-course surveys also suggested that student feedback regarding the course was overwhelmingly positive, and that the 2-week MSK anatomy course had the highest level of overall satisfaction when compared to all other first-year anatomy courses. These results can be used to help in the design and implementation of MSK anatomy courses within medical curriculums, and contribute to a growing body of literature which is focused on examining the effect of curricular design on MSK anatomy learning in a medical education setting.
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Affiliation(s)
- Jason Peeler
- Department of Human Anatomy and Cell Science, University of Manitoba, Winnipeg, Manitoba, Canada; Pan Am Clinic, Winnipeg, Manitoba, Canada.
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19
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Initiating Students' Reflections on Life's Passing in the Anatomy Course - an International Observation at 14 Universities. Ann Anat 2021; 237:151741. [PMID: 33892095 DOI: 10.1016/j.aanat.2021.151741] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Revised: 03/23/2021] [Accepted: 03/24/2021] [Indexed: 11/23/2022]
Abstract
BACKGROUND Medical and dental students' feelings and thoughts about the topic of death and life's passing are often associated with learning in the gross anatomy course, when students begin working with a deceased body donor in order to study human anatomy. Little is known of whether the format of anatomy teaching has an impact on these experiences. An observational study was performed to capture the initiation of students' sentiments on the topic of life's passing during the anatomy course at 14 international universities, identify common themes regarding these thoughts, and to study the connection to variations in anatomy course formats and included elements. METHOD Preclinical anatomy students reflected on one question (i.e., "How did your experience in the anatomy laboratory bring about your reflections on the meaning of life and human existence as well as the sanctity of one's passing?"). Written assignments were collected and anonymously coded. Information on anatomy courses was obtained via faculty questionnaires. RESULT A variety of themes were identified at the different schools, correlated with different anatomy formats and elements. Results indicate that the courses that offer hands-on cadaveric dissections may play an important role in triggering these sentiments. DISCUSSION The initiation of students' sentiments about the topic of death varies and includes several themes. There can be a connection to the way anatomy is taught, particularly if hands-on comprehensive cadaveric dissection or prosections are included. CONCLUSION In summary, anatomy courses can initiate students' thinking about life's passing - particularly in schools that offer hands-on cadaveric dissections or prosections.
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20
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Zibis A, Mitrousias V, Varitimidis S, Raoulis V, Fyllos A, Arvanitis D. Musculoskeletal anatomy: evaluation and comparison of common teaching and learning modalities. Sci Rep 2021; 11:1517. [PMID: 33452299 PMCID: PMC7810993 DOI: 10.1038/s41598-020-80860-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Accepted: 12/14/2020] [Indexed: 11/09/2022] Open
Abstract
Anatomy teaching has traditionally been based on dissection. However, alternative teaching modalities constantly emerge, the use of which along with a decrease in teaching hours has brought the anatomy knowledge of students and young doctors into question. In this way, the goal of the present study is to a. compare the efficacy of the most common teaching modalities and b. investigate students' perceptions on each modality. In total, 313 medical students were taught gross anatomy of the upper limb, using four different learning modalities: dissection (n = 80), prosections (n = 77), plastic models (n = 84) and 3D anatomy software (n = 72). Students' knowledge was examined by 100 multiple-choice and tag questions followed by an evaluation questionnaire. Regarding performance, the dissection and the 3D group outperformed the prosection and the plastic models group in total and multiple-choice questions. The performance of the 3D group in tag questions was also statistically significantly higher compared to the other three groups. In the evaluation questionnaire, dissection outperformed the rest three modalities in questions assessing students' satisfaction, but also fear or stress before the laboratory. Moreover, dissection and 3D software were considered more useful when preparing for clinical activities. In conclusion, dissection remains first in students' preferences and achieves higher knowledge acquisition. Contemporary, 3D anatomy software are considered equally important when preparing for clinical activities and mainly favor spatial knowledge acquisition. Prosections could be a valuable alternative when dissection is unavailable due to limited time or shortage of cadavers. Plastic models are less effective in knowledge acquisition but could be valuable when preparing for cadaveric laboratories. In conclusion, the targeted use of each learning modality is essential for a modern medical curriculum.
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Affiliation(s)
- Aristeidis Zibis
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Panepistimion 3st Biopolis, 41110, Larissa, Greece.
| | - Vasileios Mitrousias
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Panepistimion 3st Biopolis, 41110, Larissa, Greece.
| | - Sokratis Varitimidis
- Department of Orthopaedic Surgery, Faculty of Medicine, University of Thessaly, 41110, Larissa, Greece
| | - Vasileios Raoulis
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Panepistimion 3st Biopolis, 41110, Larissa, Greece
| | - Apostolos Fyllos
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Panepistimion 3st Biopolis, 41110, Larissa, Greece
| | - Dimitrios Arvanitis
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Panepistimion 3st Biopolis, 41110, Larissa, Greece
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21
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Curriculum Reform and New Technology to Fill the Void of Musculoskeletal Education in Medical School Curriculum. J Am Acad Orthop Surg 2020; 28:945-952. [PMID: 32804700 DOI: 10.5435/jaaos-d-20-00485] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Accepted: 07/04/2020] [Indexed: 02/01/2023] Open
Abstract
Musculoskeletal (MSK) disease comprises over 20% of all visits to healthcare providers each year, yet a disproportionately small percentage of medical school education focuses on MSK disease. Even among students applying into orthopaedic surgery, less than 50% demonstrate prerequisite anatomic knowledge before beginning their residency. Medical school curriculum reform is needed, given that only 15% have a required MSK curriculum. Inadequate education ultimately leads to poor patient care and forces clinicians to learn MSK medicine later in practice. Although this inadequacy in medical school MSK education has been recognized for decades, little has changed to address this critical deficiency. A successful curriculum development requires defining critical MSK topics, evaluative methods to assess knowledge acquisition, and ultimately assessment of applying that knowledge to the care of patients. Newer strategies for MSK education include "near-peer" learning from senior classmates and residents, clinical immersion within MSK care teams, peer interest groups, and standardize learning platforms and assessment tools. Technologies such as virtual reality simulation, adaptive video learning, and other technologies will inform the development of affordable, succinct, evidence-informed curriculums that can enhance medical student MSK education with universal implementation. As clinical practice evolves to optimize patient care, so should the education of physicians who deliver that care.
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22
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Chaudhuri JD. Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection. Clin Anat 2020; 34:437-450. [PMID: 32893909 DOI: 10.1002/ca.23673] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2020] [Revised: 08/14/2020] [Accepted: 08/26/2020] [Indexed: 11/08/2022]
Abstract
The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
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23
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Bogomolova K, van der Ham IJM, Dankbaar MEW, van den Broek WW, Hovius SER, van der Hage JA, Hierck BP. The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual-Spatial Abilities: A Double-Center Randomized Controlled Trial. ANATOMICAL SCIENCES EDUCATION 2020; 13:558-567. [PMID: 31887792 DOI: 10.1002/ase.1941] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2019] [Revised: 12/20/2019] [Accepted: 12/27/2019] [Indexed: 05/09/2023]
Abstract
Monoscopically projected three-dimensional (3D) visualization technology may have significant disadvantages for students with lower visual-spatial abilities despite its overall effectiveness in teaching anatomy. Previous research suggests that stereopsis may facilitate a better comprehension of anatomical knowledge. This study evaluated the educational effectiveness of stereoscopic augmented reality (AR) visualization and the modifying effect of visual-spatial abilities on learning. In a double-center randomized controlled trial, first- and second-year (bio)medical undergraduates studied lower limb anatomy with stereoscopic 3D AR model (n = 20), monoscopic 3D desktop model (n = 20), or two-dimensional (2D) anatomical atlas (n = 18). Visual-spatial abilities were tested with Mental Rotation Test (MRT), Paper Folding Test (PFT), and Mechanical Reasoning (MR) Test. Anatomical knowledge was assessed by the validated 30-item paper posttest. The overall posttest scores in the stereoscopic 3D AR group (47.8%) were similar to those in the monoscopic 3D desktop group (38.5%; P = 0.240) and the 2D anatomical atlas group (50.9%; P = 1.00). When stratified by visual-spatial abilities test scores, students with lower MRT scores achieved higher posttest scores in the stereoscopic 3D AR group (49.2%) as compared to the monoscopic 3D desktop group (33.4%; P = 0.015) and similar to the scores in the 2D group (46.4%; P = 0.99). Participants with higher MRT scores performed equally well in all conditions. It is instrumental to consider an aptitude-treatment interaction caused by visual-spatial abilities when designing research into 3D learning. Further research is needed to identify contributing features and the most effective way of introducing this technology into current educational programs.
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Affiliation(s)
- Katerina Bogomolova
- Department of Surgery, Leiden University Medical Center, Leiden, The Netherlands
- Center for Innovation of Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | | | - Mary E W Dankbaar
- Institute for Medical Education Research Rotterdam, Rotterdam Erasmus University Medical Center, Rotterdam, The Netherlands
| | - Walter W van den Broek
- Institute for Medical Education Research Rotterdam, Rotterdam Erasmus University Medical Center, Rotterdam, The Netherlands
| | - Steven E R Hovius
- Department of Plastic and Reconstructive Surgery and Hand Surgery, Rotterdam Erasmus University Medical Center, Rotterdam, The Netherlands
- Department of Plastic and Reconstructive Surgery, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jos A van der Hage
- Department of Surgery, Leiden University Medical Center, Leiden, The Netherlands
- Center for Innovation of Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Beerend P Hierck
- Center for Innovation of Medical Education, Leiden University Medical Center, Leiden, The Netherlands
- Department of Anatomy and Embryology, Leiden University Medical Center, Leiden, The Netherlands
- Centre for Innovation, Leiden University, The Hague, The Netherlands
- Leiden Teachers' Academy, Leiden University, Leiden, The Netherlands
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24
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Pacheco LF, Noll M, Mendonça CR. Challenges in Teaching Human Anatomy to Students with Intellectual Disabilities During the Covid-19 Pandemic. ANATOMICAL SCIENCES EDUCATION 2020; 13:556-557. [PMID: 32543006 PMCID: PMC7323016 DOI: 10.1002/ase.1991] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Accepted: 06/08/2020] [Indexed: 05/05/2023]
Affiliation(s)
- Lílian Fernanda Pacheco
- Department of AnatomySuperior School of Physical Education and Physiotherapy of the State of GoiásThe State University of GoiásGoiâniaGoiásBrazil
| | - Matias Noll
- Federal Institute GoianoCeresGoiásBrazil
- Postgraduate Program in Health Sciences, Faculty of MedicineFederal University of GoiásGoiâniaGoiásBrazil
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Mitrousias V, Karachalios TS, Varitimidis SE, Natsis K, Arvanitis DL, Zibis AH. Anatomy Learning from Prosected Cadaveric Specimens Versus Plastic Models: A Comparative Study of Upper Limb Anatomy. ANATOMICAL SCIENCES EDUCATION 2020; 13:436-444. [PMID: 31251473 DOI: 10.1002/ase.1911] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2019] [Revised: 06/22/2019] [Accepted: 06/25/2019] [Indexed: 06/09/2023]
Abstract
Human cadaveric prosections are a traditional, effective, and highly appreciated modality of anatomy learning. Plastic models are an alternative teaching modality, though few studies examine their effectiveness in learning of upper limb musculoskeletal anatomy. The purpose of this study is to investigate which modality is associated with a better outcome, as assessed by students' performance on examinations. Overall, 60 undergraduate medical students without previous knowledge of anatomy participated in the study. Students were assigned into two groups. Group 1 attended lectures and studied from cadaveric prosections (n = 30) and Group 2 attended lectures and used plastic models in the laboratory (n = 30). A knowledge assessment, including examination with tag questions (spot test) and written multiple-choice questions, was held after the end of the study. Students' perceptions were also investigated via an anonymous questionnaire. No significant difference in students' performance was observed between the group using prosections and the group using plastic models (32.2 ± 14.7 vs 35.0 ± 14.8, respectively; P = 0.477). Similarly, no statistically significant difference was found regarding students' satisfaction from using each learning modality (P = 0.441). Plastic models may be a valuable supplementary modality in learning upper limb musculoskeletal anatomy, despite their limitations. Easy to use and with no need for maintaining facilities, they are highly appreciated by students and can be useful when preparing for the use of cadaveric specimens.
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Affiliation(s)
- Vasileios Mitrousias
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Larissa, Greece
| | - Theofilos S Karachalios
- Department of Orthopaedic Surgery, Faculty of Medicine, University of Thessaly, Larissa, Greece
| | - Sokratis E Varitimidis
- Department of Orthopaedic Surgery, Faculty of Medicine, University of Thessaly, Larissa, Greece
| | - Konstantinos Natsis
- Department of Anatomy and Surgical Anatomy, School of Medicine, Faculty of Health and Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | | | - Aristeidis H Zibis
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Larissa, Greece
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O'Rourke JC, Smyth L, Webb AL, Valter K. How Can We Show You, If You Can't See It? Trialing the Use of an Interactive Three-Dimensional Micro-CT Model in Medical Education. ANATOMICAL SCIENCES EDUCATION 2020; 13:206-217. [PMID: 31066239 DOI: 10.1002/ase.1890] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2018] [Revised: 03/13/2019] [Accepted: 05/01/2019] [Indexed: 05/26/2023]
Abstract
Teaching internal structures obscured from direct view is a major challenge of anatomy education. High-fidelity interactive three-dimensional (3D) micro-computed tomography (CT) models with virtual dissection present a possible solution. However, their utility for teaching complex internal structures of the human body is unclear. The purpose of this study was to investigate the use of a realistic 3D micro-CT interactive visualization computer model to teach paranasal sinus anatomy in a laboratory setting during pre-clinical medical training. Year 1 (n = 79) and Year 2 (n = 59) medical students undertook self-directed activities focused on paranasal sinus anatomy in one of two laboratories (traditional laboratory and 3D model). All participants completed pre and posttests before and after the laboratory session. Results of regression analyses predicting post-laboratory knowledge indicate that, when students were inexperienced with the 3D computer technology, use of the model was detrimental to learning for students with greater prior knowledge of the relevant anatomy (P < 0.05). For participants experienced with the 3D computer technology, however, the use of the model was detrimental for students with less prior knowledge of the relevant anatomy (P < 0.001). These results emphasize that several factors need to be considered in the design and effective implementation of such models in the classroom. Under the right conditions, the 3D model is equal to traditional laboratory resources when used as a learning tool. This paper discusses the importance of preparatory training for students and the technical consideration necessary to successfully integrate such models into medical anatomical curricula.
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Affiliation(s)
- Joseph C O'Rourke
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
| | - Lillian Smyth
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
| | - Alexandra L Webb
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
| | - Krisztina Valter
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
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Cotofana S, Lachman N. The Superficial Face Dissection as an Example for Integrating Clinical Approaches, Authentic Learning, and Changing Perspectives in Anatomy Dissection. ANATOMICAL SCIENCES EDUCATION 2020; 13:117-121. [PMID: 30941866 DOI: 10.1002/ase.1881] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2019] [Revised: 03/30/2019] [Accepted: 03/30/2019] [Indexed: 06/09/2023]
Abstract
Hands-on dissection-based learning of anatomy offers an unique and valued experience for medical students. Too often however, the inexperienced student's focus is to avoid damage to unfamiliar structures instead of understanding spatial relationships between structures. This results in unfortunate surrender of a critical learning experience. Additionally, approaches to dissection and anatomic exposure share little alignment to clinical approaches, making it less powerful in clinical applicability. The goal of this viewpoint commentary is based on the experience of the two authors and aims to demonstrate opportunity to introduce clinical approaches for dissection while incorporating relevant anatomical concepts in medical school curriculum that aligns with authentic healthcare practice. Using the dissections of the superficial face as a relevant and current topic of clinical interest, we point out that applying the currently performed dissection approach (medial-to-lateral) falls short of providing sufficient knowledge and understanding of the layered arrangement of facial structures. The lateral-to-medial approach, as performed in surgical face lifting procedures would offer a better understanding of the layers of the face and especially the superficial musculoaponeurotic system (SMAS) accounting for the difficulties of facial dissections on embalmed cadavers. This commentary could offer a potential change in paradigm for students and course facilitators for how to maximize the knowledge transfer during facial dissections. It potentially opens a door to rethink dissection-based learning of anatomy toward techniques and approaches that are aligned to surgical access pathways and thus considered more clinically relevant.
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Affiliation(s)
- Sebastian Cotofana
- Division of Anatomy, Department of Medical Education, Albany Medical College, Albany, New York
- Division of Plastic Surgery, Department of Surgery, Albany Medical Centre, Albany, New York
| | - Nirusha Lachman
- Department of Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
- Division of Plastic Surgery, Department of Surgery, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
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Wang H, Lyu F, Sugand K, Wong S, Lin Y, Wang Q. Learning Acetabular Fracture Classification using a Three-Dimensional Interactive Software: A Randomized Controlled Trial. ANATOMICAL SCIENCES EDUCATION 2019; 12:655-663. [PMID: 30411521 DOI: 10.1002/ase.1843] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2018] [Revised: 10/23/2018] [Accepted: 10/26/2018] [Indexed: 06/08/2023]
Abstract
Acetabular fractures are a real challenge for junior doctors as well as experienced orthopedic surgeons. Correct fracture classification is crucial for appreciating the fracture type, surgical planning, and predicting prognosis. Although three-dimensional (3D) tutorial is believed to improve the understanding of the complex anatomy structure, there have been few applications and randomized controlled trials to confirm it in orthopedics. This study aims to develop a 3D interactive software system for teaching acetabular fracture classification and evaluate its efficacy. Participants were randomly but evenly allocated into either the experimental group (who learned the acetabular fracture classification using a 3D software) or the control group (who used a traditional two-dimensional [2D] tutorial). Both groups were then tasked to classify 10 acetabular fractures and complete a five-point Likert scale on their satisfaction of each learning modality. To calculate significance (P < 0.05), independent t-test was used for normally distributed data whereas Mann-Whitney U test for non-normally distributed data. The experimental group significantly outperformed the control group (t (28) = 2.526, P = 0.017) with identifying correct acetabular fracture classification. Moreover, Likert scale score in the experimental group was also significantly higher than in the control group (Z = 2.477, P = 0.013). This 3D classification software has objectively and subjectively showed an advantage over the traditional 2D tutorial, resulting in an improved classification accuracy and higher Likert scale score. The 3D software has the potential to improve both clinical knowledge as well as identifying correct patient management in orthopedics.
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Affiliation(s)
- Huixiang Wang
- Orthopedic Traumatology, Trauma Center, Shanghai General Hospital, School of Medicine, Shanghai Jiao Tong University, Shanghai, Peoples' Republic of China
| | - Fei Lyu
- Orthopedic Traumatology, Trauma Center, Shanghai General Hospital, School of Medicine, Shanghai Jiao Tong University, Shanghai, Peoples' Republic of China
| | - Kapil Sugand
- Musculoskeletal Laboratory (MSk Lab), Charing Cross Hospital, Faculty of Medicine, Imperial College, London, United Kingdom
| | - Sheungting Wong
- Musculoskeletal Laboratory (MSk Lab), Charing Cross Hospital, Faculty of Medicine, Imperial College, London, United Kingdom
| | - Yanping Lin
- Institute of Biomedical Manufacturing and Life Quality Engineering, School of Mechanical Engineering, Shanghai Jiao Tong University, Shanghai, Peoples' Republic of China
| | - Qiugen Wang
- Orthopedic Traumatology, Trauma Center, Shanghai General Hospital, School of Medicine, Shanghai Jiao Tong University, Shanghai, Peoples' Republic of China
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Zilverschoon M, Kotte EM, van Esch B, ten Cate O, Custers EJ, Bleys RL. Comparing the critical features of e-applications for three-dimensional anatomy education. Ann Anat 2019; 222:28-39. [DOI: 10.1016/j.aanat.2018.11.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2018] [Revised: 11/02/2018] [Accepted: 11/06/2018] [Indexed: 10/27/2022]
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Pennefather P, Krebs C. Exploring the Role of xR in Visualisations for Use in Medical Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2019; 1171:15-23. [DOI: 10.1007/978-3-030-24281-7_2] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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