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Láinez Ramos-Bossini AJ, López Cornejo D, Redruello Guerrero P, Ruiz Santiago F. The Educational Impact of Radiology in Anatomy Teaching: A Field Study Using Cross-Sectional Imaging and 3D Printing for the Study of the Spine. Acad Radiol 2024; 31:329-337. [PMID: 37925345 DOI: 10.1016/j.acra.2023.10.024] [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: 08/05/2023] [Revised: 09/26/2023] [Accepted: 10/09/2023] [Indexed: 11/06/2023]
Abstract
INTRODUCTION Cross-sectional imaging and 3D printing represent state-of-the-art approaches to improve anatomy teaching compared to traditional learning, but their use in medical schools remains limited. This study explores the utility of these educational tools for teaching normal and pathological spinal anatomy, aiming to improve undergraduate medical education. MATERIALS AND METHODS A field study was conducted on a cohort of undergraduate medical students who were exposed to anatomy lessons of the spine considering three learning paradigms: traditional learning, cross-sectional imaging examinations, and 3D printed models. 20 students (intervention group) received the three approaches, and other 20 students (control group) received the conventional (traditional) approach. The students were examined through a multiple-choice test and their results were compared to those of a control group exposed to traditional learning matched by age, sex and anatomy grades. In addition, students in the experimental group were assessed for their satisfaction with each learning method by means of an ad hoc questionnaire. RESULTS Students exposed to cross-sectional imaging and 3D printing demonstrated better knowledge outcomes compared to the control group. They showed high satisfaction rates and reported that these technologies enhanced spatial understanding and facilitated visualization of specific pathologies. However, limitations such as the representativeness of non-bone conditions in 3D printed models and the need for further knowledge on imaging fundamentals were highlighted. CONCLUSION Cross-sectional imaging and 3D printing offer valuable tools for enhancing the teaching of spinal anatomy in undergraduate medical education. Radiologists are well positioned to lead the integration of these technologies, and further research should explore their potential in teaching anatomy across different anatomical regions.
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Affiliation(s)
- Antonio Jesús Láinez Ramos-Bossini
- Unit of Musculoskeletal Radiology, Department of Radiology, Hospital Universitario Virgen de las Nieves, 18014 Granada, Spain (A.J.L.R.B., F.R.S.); Biosanitary Institute of Granada (ibs.GRANADA), 18016 Granada, Spain (A.J.L.R.B., P.R.G., F.R.S.); PhD Programme in Clinical Medicine and Public Health, University of Granada, 18071 Granada, Spain (A.J.L.R.B.).
| | - David López Cornejo
- Department of Electronics and Computer Technology, Faculty of Science, University of Granada, 18071 Granada, Spain (D.L.C.)
| | - Pablo Redruello Guerrero
- Biosanitary Institute of Granada (ibs.GRANADA), 18016 Granada, Spain (A.J.L.R.B., P.R.G., F.R.S.)
| | - Fernando Ruiz Santiago
- Unit of Musculoskeletal Radiology, Department of Radiology, Hospital Universitario Virgen de las Nieves, 18014 Granada, Spain (A.J.L.R.B., F.R.S.); Biosanitary Institute of Granada (ibs.GRANADA), 18016 Granada, Spain (A.J.L.R.B., P.R.G., F.R.S.); Department of Radiology and Physical Medicine, School of Medicine, University of Granada, 18016 Granada, Spain (F.R.S.)
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McNamara G, Sanchez V, Awan OA. Rethinking Anatomy: How Radiology Can Revitalize Medical School Anatomy Courses. Acad Radiol 2024; 31:345-347. [PMID: 36681534 DOI: 10.1016/j.acra.2022.12.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 12/13/2022] [Indexed: 01/21/2023]
Affiliation(s)
| | | | - Omer A Awan
- Department of Radiology and Nuclear Medicine, University of Maryland School of Medicine, Baltimore, Maryland.
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Valera-Calero JA, Navarro-Santana MJ, Fernández-de-Las-Peñas C, Varol U, López-de-Uralde-Villanueva I, Rodríguez-López ES, Plaza-Manzano G. Inclusion of cross-sectional and radiological images for better understanding of musculoskeletal anatomy and decreasing the risk of adverse events during dry needling in undergraduate physiotherapy students. ANATOMICAL SCIENCES EDUCATION 2023; 16:521-530. [PMID: 36622744 DOI: 10.1002/ase.2251] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Revised: 12/02/2022] [Accepted: 01/06/2023] [Indexed: 05/11/2023]
Abstract
Since there is an increasing rate of physiotherapists using invasive procedures during the clinical practice, understanding the cross-sectional anatomy and radiological images is essential for ensuring patients' safety during these interventions. Therefore, the aim of this study was to analyze the students' opinion of including cross-sectional and radiological images to traditional methodologies, to evaluate whether these additional resources improve their ability to identify musculoskeletal structures in radiological images and their understanding of neurovascular and visceral structures related with specific muscles to be avoided during invasive procedures. First-year undergraduate physiotherapy students were enrolled in the study. A brief online survey asking about their opinion about the use of cross-sectional and radiological images as complementary resources was built. In addition, two open-answer tests (before and after the inclusion of these resources) were conducted to evaluate their ability to identify correctly musculoskeletal structures in magnetic resonance and ultrasound images and to evaluate their awareness of high-risk structures related with specific muscles. One-hundred-thirty-two students returned the online survey and one-hundred-forty-eight completed all the tests. In general, students opined cross-sectional images to be of utility for learning anatomy (81.8%) and radiological images (93.9%) and felt they benefited from cross-sectional and ultrasound images (78.0%). All tests showed significant improvements after the inclusion of these complementary resources (all, p < 0.001) except for trunk structures in MRI (p = 0.777). The implementation of anatomical cross-sectional and radiological images resulted in better understanding of radiological images and better cognition of possible risk during invasive procedures.
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Affiliation(s)
- Juan Antonio Valera-Calero
- Department of Radiology, Rehabilitation and Physiotherapy, Faculty of Nursery, Physiotherapy and Podiatry, Complutense University of Madrid, Madrid, Spain
- Grupo InPhysio, Instituto de Investigación Sanitaria del Hospital Clínico San Carlos (IdISSC), Madrid, Spain
| | - Marcos José Navarro-Santana
- Department of Radiology, Rehabilitation and Physiotherapy, Faculty of Nursery, Physiotherapy and Podiatry, Complutense University of Madrid, Madrid, Spain
| | - César Fernández-de-Las-Peñas
- Grupo de Innovación Docente en mapas mentales y evaluación de las prácticas clínicas, asistenciales y docentes en fisioterapia, Rey Juan Carlos University, Alcorcón, Spain
- Cátedra Institucional en Docencia, Clínica e Investigación en Fisioterapia: Terapia Manual, Punción Seca y Ejercicio Terapéutico, Rey Juan Carlos University, Alcorcón, Spain
- Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Rey Juan Carlos University, Alcorcón, Spain
| | - Umut Varol
- Escuela Internacional de Doctorado, Rey Juan Carlos University, Alcorcón, Spain
| | - Ibai López-de-Uralde-Villanueva
- Department of Radiology, Rehabilitation and Physiotherapy, Faculty of Nursery, Physiotherapy and Podiatry, Complutense University of Madrid, Madrid, Spain
- Grupo InPhysio, Instituto de Investigación Sanitaria del Hospital Clínico San Carlos (IdISSC), Madrid, Spain
| | | | - Gustavo Plaza-Manzano
- Department of Radiology, Rehabilitation and Physiotherapy, Faculty of Nursery, Physiotherapy and Podiatry, Complutense University of Madrid, Madrid, Spain
- Grupo InPhysio, Instituto de Investigación Sanitaria del Hospital Clínico San Carlos (IdISSC), Madrid, Spain
- Grupo de Innovación Docente en mapas mentales y evaluación de las prácticas clínicas, asistenciales y docentes en fisioterapia, Rey Juan Carlos University, Alcorcón, Spain
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Sravanam S, Jacklin C, McNelis E, Fung KW, Xu L. Twelve tips for teaching neuroanatomy, from the medical students' perspective. MEDICAL TEACHER 2023; 45:466-474. [PMID: 35868011 DOI: 10.1080/0142159x.2022.2098097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Neuroanatomy is a complex and fascinating subject that is often a daunting prospect for medical students. In fact, the fear of learning neuroanatomy has gained its own name - "neurophobia." This widespread phenomenon among medical students poses a challenge to medical teachers and educators. To tackle "neurophobia" by summarising tips for dynamic and engaging neuroanatomy teaching formulated based on our experiences as medical students and evidence-based techniques.Focusing on the anatomical, physiological, and clinical aspects of neurology and their integration, here we present 12 tips which are [1] Teach the basic structure before fine details, [2] Supplement teaching with annotated diagrams, [3] Use dissections for haptic learning, [4] Teach form and function together, [5] Group anatomy into systems, [6] Familiarise students with neuroimaging, [7] Teach from clinical cases, [8] Let the patient become the teacher, [9] Build from first principles, [10] Try working in reverse, [11] Let the student become the teacher, [12] Let the student become the examiner. These 12 tips can be used by teachers and students alike to provide a high-yield learning experience.
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Affiliation(s)
| | - Chloë Jacklin
- John Radcliffe Hospital, Oxford University Hospitals, Oxford, UK
| | - Eoghan McNelis
- John Radcliffe Hospital, Oxford University Hospitals, Oxford, UK
| | | | - Lucy Xu
- University of Cambridge, Cambridge, UK
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Chang Chan AYC, Stapper CPM, Bleys RLAW, van Leeuwen M, ten Cate O. Are We Facing the End of Gross Anatomy Teaching as We Have Known It for Centuries? ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1243-1250. [PMID: 36212704 PMCID: PMC9533781 DOI: 10.2147/amep.s378149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 09/09/2022] [Indexed: 06/16/2023]
Abstract
The status of anatomy education in undergraduate medical education has dramatically changed over the course of the past century. From the most important and time-consuming component of the preclinical program, anatomy education has reduced in size and status, and yielded in curricular space to accommodate other disciplines and topics. Meanwhile, radiology has become more prominent, as a means to visualize anatomy, not only in clinical care but also in education. For this perspective paper, the authors, all with backgrounds in anatomy, radiology and/or medical education, conducted structured conversations with several academic colleagues with similar backgrounds, reviewed pertinent literature and analyzed the causes of the historical decline of a knowledge domain of medical education, that nevertheless is widely considered essential for medical students and graduates. After this analysis, the authors propose four ways forward. These directions include systematic peer teaching and development of anatomy education as a scholarly domain, further vertical integration with postgraduate medical education, full integration with radiology education, and capitalizing on educational technology. Schools in several industrialized countries have made steps in these directions, which can be further strengthened. In less affluent countries, and in countries with curricula strongly determined by tradition, these steps are less easy to make. To respond to changes in global health and health care, combined with the inevitable technological progress, and international mobility, we believe all schools will move in these directions, slower or faster.
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Affiliation(s)
- Ana Yoe-Cheng Chang Chan
- Department of Morphological Sciences, Faculty of Medical Sciences, National Autonomous University of Leon (UNAN-Leon), Leon, Nicaragua
| | - Coen P M Stapper
- Department of Radiology, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Ronald L A W Bleys
- Department of Anatomy, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Maarten van Leeuwen
- Department of Radiology, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Olle ten Cate
- Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands
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Salinas-Alvarez Y, Quiroga-Garza A, Martinez-Garza JH, Jacobo-Baca G, Zarate-Garza PP, Rodríguez-Alanís KV, Guzman-Lopez S, Elizondo-Omaña RE. Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies. ANATOMICAL SCIENCES EDUCATION 2021; 14:471-481. [PMID: 32902143 DOI: 10.1002/ase.2017] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Revised: 08/12/2020] [Accepted: 09/01/2020] [Indexed: 06/11/2023]
Abstract
Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.
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Affiliation(s)
- Yolanda Salinas-Alvarez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | - Alejandro Quiroga-Garza
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | - Guillermo Jacobo-Baca
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | | | - Santos Guzman-Lopez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
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Chew C, O'Dwyer PJ, Sandilands E. Radiology for medical students: Do we teach enough? A national study. Br J Radiol 2021; 94:20201308. [PMID: 33560874 PMCID: PMC8011254 DOI: 10.1259/bjr.20201308] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022] Open
Abstract
Objective A recent study has shown that the averaged time tabled teaching for a medical student across 5 years in the UK was 4629 hours. Radiology has been demonstrated to be an excellent teaching source, yet the number of hours allocated to this has never been calculated. The aims of this study were to evaluate and quantify the hours allocated to radiology teaching in Scottish Medical Schools and to evaluate if they can fulfil requirements expected from other Clinical disciplines and the upcoming General Medical Council Medical Licensing Assessment (GMC MLA). Methods Data pertaining to timetabled teaching for Radiology in Scottish Universities were obtained from the authors of the Analysis of Teaching of Medical Schools (AToMS) survey. In addition, University Lead Clinician Teachers were surveyed on the radiological investigations and skills medical students should have at graduation. Results Medical students in Scottish Universities were allocated 59 h in Radiology (0.3%) out of a total 19,325 h of timetabled teaching. Hospital-based teaching was variable and ranged from 0 to 31 h. Almost half (15 of 31) of Clinician Teachers felt that there was insufficient radiology teaching in their specialty. Thirteen of 30 conditions included in the GMC MLA were listed by Clinician Teachers, while 23 others not listed by the GMC were considered important and cited by them. Conclusion This study demonstrates that medical students do not receive enough radiology teaching. This needs to be addressed by Universities in collaboration with the NHS in an effort to bring up this up to line with other developed countries and prepare students for the GMC MLA. Advances in knowledge (1) There is insufficient time allocated in Medical Students’ curriculum to Radiology. (2) Radiology teaching in medical schools fall short of University Lead Clinician Teachers’ and GMC expectations of medical students at graduation.
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Affiliation(s)
- Cindy Chew
- Department of Radiology, University Hospital Hairmyres, Hairmyres, United Kingdom.,School of Medicine, Dentistry and Nursing, University of Glasgow, Scotland, United Kingdom.,NHS Lanarkshire Department of Medical Education, Kirklands Hospital, Scotland, United Kingdom
| | - Patrick J O'Dwyer
- School of Medicine, Dentistry and Nursing, University of Glasgow, Scotland, United Kingdom
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Sadler T, Zhang TT, Taylor H, Brassett C. Re: the role of radiology in anatomy teaching in UK medical schools: a national survey. A reply. Clin Radiol 2020; 75:792-793. [DOI: 10.1016/j.crad.2020.06.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Accepted: 06/17/2020] [Indexed: 10/23/2022]
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Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students. Surg Radiol Anat 2020; 43:489-496. [PMID: 32964270 DOI: 10.1007/s00276-020-02572-x] [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: 05/01/2020] [Accepted: 09/12/2020] [Indexed: 10/23/2022]
Abstract
PURPOSE The aim of the study was to assess the effectiveness of blended learning modules for radiological anatomy among first-year medical students by estimating knowledge gain and evaluating student perceptions. METHODS A single-group, pre- and post-test study design was utilized. Five radiological anatomy modules consisting of online presentations and self-assessment quizzes were developed for the upper limb, lower limb, head and neck, thorax, and abdomen and pelvis. The content of the modules was uploaded on to a learning management system called TYRO. Each module focused on the normal anatomical features observed on plain and contrast radiographs. Other relevant imaging modalities and clinical contexts were also introduced. During the classroom session, the students were instructed to peruse the modules and answer the self-assessment quiz. The teacher in the classroom acted as a facilitator and was available to the students for any clarifications. A pre- and post-test was administered to the students before and after exposure to the modules, respectively. A paired t test was used to estimate differences in the pre- and post-test scores. Students' perceptions were assessed using a questionnaire. RESULTS One-hundred students attended both the tests. The mean and standard deviation of pre- and post-test scores were 17 ± 5.5 and 26 ± 7.6, respectively, and this difference was significant. Students' perceptions about the intervention were on the whole positive. CONCLUSION A significant improvement in the knowledge of radiological anatomy was noted after exposure to five blended learning modules of radiological anatomy. The modules were well received by the students.
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Chew C, O’Dwyer PJ. Undergraduate medical education: a national survey of consultant radiologists. Br J Radiol 2020; 93:20200380. [PMID: 32463292 PMCID: PMC7446011 DOI: 10.1259/bjr.20200380] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Revised: 05/15/2020] [Accepted: 05/15/2020] [Indexed: 11/05/2022] Open
Abstract
OBJECTIVE Rising clinical demand and changes to Radiologists' job plans mean it is becoming ever more difficult for Radiologists to teach medical students.The aim of this study was to assess the current role of Radiologists in undergraduate medical education in Scotland. METHODS Consultant Radiologists working across all 14 Scottish Health Boards were invited by email to participate in an anonymous short online survey. The survey ran for 6 weeks from November 2019. One reminder email was sent a week before the survey closed. RESULTS 102 responses were recorded, representing 34% of the total whole time equivalent Radiologists in Scotland. All agreed Radiology should be taught to medical students. Over 70% (n = 73) taught medical students, most often during supporting professional activity time. 76 percent of Radiologists who did not teach expressed a desire to do so. The most common barrier to teaching was not having enough time in their job plan. Scottish Radiologists delivered a median of 10 h (IQR 0-22) a year of teaching to medical students. Thematic analysis of free comments revealed staffing/time constraints severely limiting ability to teach. CONCLUSION This is the first national survey to assess the current role of Radiologists in teaching medical students. While most are teaching or want to teach, there is a large drop-off between current Scottish and previously reported UK median teaching hours. Engagement from Universities, Royal College of Radiologists and Health Boards is urgently needed to reverse this trend. ADVANCES IN KNOWLEDGE This is the first national survey into the current role of Radiologists in undergraduate medical education. There is a large drop-off between current Scottish and previously reported UK median teaching hours.
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Affiliation(s)
| | - PJ O’Dwyer
- Emeritus Professor Gastrointestinal Surgery, University of Glasgow, Glasgow, Scotland
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Raja U, Soualhi A, Awil M, Ahmad B, Shoaib H, Mukhtar F. Re: The role of radiology in anatomy teaching in UK medical schools: a national survey. Clin Radiol 2020; 75:390. [DOI: 10.1016/j.crad.2020.01.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Revised: 04/16/2019] [Accepted: 11/27/2019] [Indexed: 10/25/2022]
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Evaluation of Effectiveness of Digital Technologies During Anatomy Learning in Nursing School. APPLIED SCIENCES-BASEL 2020. [DOI: 10.3390/app10072357] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
The disciplines of biosciences included in the curricula of a nursing degree represent a daunting but crucial type of knowledge that a well-prepared nurse should acquire. Given the importance and the objective difficulties of these courses, nursing students experience anxiety, especially for the anatomy course. This anxiety and the related rate of exam failures lead professors to analyze their teaching approach, by diversifying the lecturing methods. The aim of our study was to test the use of a virtual dissection table (DT) during the anatomy lectures of a nursing course, evaluating the anxiety level before the exam and evaluating the exam score. The feedback of the evaluated student population was positive overall. The integration of the DT in anatomy lectures improved the learning performance and mostly enhanced the self-confidence of the first year nursing students.
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