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Baptista VIDA, Braz JKFDS, Neto SPD, Rabêlo JWC, Marinho RC, Lucena EEDS. Multiple stations in an integrated design of cardiovascular system morphology for medical undergraduate. Ann Anat 2024; 251:152146. [PMID: 37652167 DOI: 10.1016/j.aanat.2023.152146] [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: 04/16/2023] [Revised: 07/25/2023] [Accepted: 08/01/2023] [Indexed: 09/02/2023]
Abstract
The morphology knowledge is essential for clinical, diagnostic and surgical practice in medicine. However, it is a great challenge teaching this science in an integrated curriculum, since it has the need of active methods associated with technology, in a total impaired workload. Therefore, this work described an educational design of multiple practice stations in order to teach morphology of the cardiovascular system in the undergraduate medical education. This activity was conducted in the Multicampi School of Medical Sciences of Federal University of Rio Grande do Norte (UFRN) in Caicó/Brazil. Four anatomy stations and four embryology and histology stations of heart and blood vessels were drawn up. Anatomy stations approached cardiac cycle and cardiac valves (1 A); mediastinum and pericardium (2 A); internal morphology and heart conduction system (3 A) and external morphology of heart (4 A). Whereas embryology and histology stations approached embryogenesis of the heart (1B); cardiac microanatomy and fetal circulation (2B); and vascular microanatomy (3B;4B). All the stations emphasized cognitive and psychomotor fields associated with clinical correlations to active application of morphology knowledge. The multiple stations were considered as an organized, productive, enlightening and riveting alternative to medical students and teaching staff. This innovative experience integrated and energized the three areas of morphological sciences, resignifying the teaching and learning of cardiovascular system morphology.
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Affiliation(s)
| | | | | | - José Wilamy Cosme Rabêlo
- Multicampi School of Medical Sciences, Federal University of Rio Grande do Norte, UFRN, RN, Brazil.
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Pereda-Nuñez A, Manresa M, Webb SS, Pineda B, Espuña M, Ortega M, Rodríguez-Baeza A. Pelvic + Anatomy: A new interactive pelvic anatomy model. Prospective randomized control trial with first-year midwife residents. ANATOMICAL SCIENCES EDUCATION 2023; 16:843-857. [PMID: 37312278 DOI: 10.1002/ase.2304] [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: 09/15/2022] [Revised: 05/12/2023] [Accepted: 05/15/2023] [Indexed: 06/15/2023]
Abstract
Detailed knowledge of female pelvic floor anatomy is essential for midwifery and other professionals in obstetrics. Physical models have shown great potential for teaching anatomy and enhancing surgical skills. In this article, we introduce an innovative physical anatomy model called "Pelvic+" to teach anatomical relationships in the female pelvis. The Pelvic+ model's value was compared to a traditional lecture in 61 first-year midwifery students randomly allocated to either the Pelvic+ (n = 30) or a control group (n = 32). The primary outcome measure was a quiz comprised of 15 multiple choice questions on pelvic anatomy. Participants were assessed at baseline (Pre-Test), upon completion of the intervention (Post-Test1) and 4 months afterward (Post-Test2). Satisfaction with the approach was assessed at Post-Test1. Increase in knowledge was greater and the approach more accepted among resident midwives when Pelvic+ was used instead of standard lectures. Four months after the intervention, the improvement in knowledge was preserved in the Pelvic+ group. This randomized study demonstrates that the Pelvic+ simulator is more effective than classical learning for pelvic anatomy education, and offers a higher level of satisfaction among students during the educational process. Medical students training in obstetrics and gynecology, or any professional who specializes in the female pelvic floor might also benefit from incorporation of the Pelvic+ model into their training program.
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Affiliation(s)
- Ana Pereda-Nuñez
- Gynaecology and Obstetrics Service, Hospital General of Granollers, Barcelona, Spain
| | - Margarita Manresa
- Department of Maternal Fetal Medicine, Hospital Clinic of Barcelona, Barcelona, Spain
| | | | | | - Montserrat Espuña
- Department of Maternal Fetal Medicine, Hospital Clinic of Barcelona, Barcelona, Spain
| | - Marisa Ortega
- Institut Medicina Legal i Ciències Forenses de Catalunya (IMLCFC), Department of Morphological Sciences of School of Medicine, UAB, Barcelona, Spain
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Yakura T, Hatayama N, Kawahara C, Ohmichi Y, Ohmichi M, Ban N, Hirai S, Nakano T, Naito M. The effect of simulation-based education before a cadaver dissection course. ANATOMICAL SCIENCES EDUCATION 2022; 15:392-402. [PMID: 34310844 DOI: 10.1002/ase.2124] [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: 07/01/2020] [Revised: 07/22/2021] [Accepted: 07/23/2021] [Indexed: 06/13/2023]
Abstract
Although the methods for medical education continue to evolve due to the development of medicines, the cadaver dissection course still plays a fundamental role. The cadaver dissection course allows students to learn to handle instruments correctly while actively exploring three-dimensional anatomy. However, dissection comes with the risk of accidental injury. In recent years, the number of classes offered for the cadaver dissection course has decreased while the amount of knowledge required in clinical medicine has increased. Simulation-based education (SBE) has been proven to be an effective educational method that enhances the development of practical skills by integrating learners' knowledge and skills. This study aimed to investigate the effect of SBE as a preparatory education course when taken prior to a medical student's enrollment in the cadaver dissection course. In the present study, an SBE assuming practical cadaver dissection course was performed in the Clinical Simulation Center. The frequency of injury rates per 1000 h of cadaver dissection course was significantly less in 2017 and 2018 compared to that in 2016. Two years after the implementation of the SBE, average student self-efficacy scores and written examination scores significantly increased, whereas self-contentment scores were relatively unchanged. The results showed that the implementation of SBE decreased the incidence of injuries and improved students' overall self-efficacy scores and increased acquisition of knowledge evident on written examination score. Therefore, SBE as a preparatory education course may effectively promote the combined development of dissection skills and anatomical knowledge in the subsequent fundamental cadaver dissection course.
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Affiliation(s)
- Tomiko Yakura
- Department of Anatomy, Aichi Medical University School of Medicine, Aichi, Japan
| | - Naoyuki Hatayama
- Department of Anatomy, Aichi Medical University School of Medicine, Aichi, Japan
| | - Chikako Kawahara
- Clinical Simulation Center, Aichi Medical University, Aichi, Japan
| | - Yusuke Ohmichi
- Department of Anatomy, Aichi Medical University School of Medicine, Aichi, Japan
| | - Mika Ohmichi
- Department of Anatomy, Aichi Medical University School of Medicine, Aichi, Japan
| | - Nobutaro Ban
- Clinical Simulation Center, Aichi Medical University, Aichi, Japan
| | - Shuichi Hirai
- Department of Anatomy, Aichi Medical University School of Medicine, Aichi, Japan
| | - Takashi Nakano
- Department of Anatomy, Aichi Medical University School of Medicine, Aichi, Japan
| | - Munekazu Naito
- Department of Anatomy, Aichi Medical University School of Medicine, Aichi, Japan
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Abu Bakar YI, Hassan A, Yusoff MSB, Kasim F, Abdul Manan Sulong H, Hadie SNH. A Scoping Review of Effective Teaching Strategies in Surface Anatomy. ANATOMICAL SCIENCES EDUCATION 2022; 15:166-177. [PMID: 33650315 DOI: 10.1002/ase.2067] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 01/21/2021] [Accepted: 02/25/2021] [Indexed: 06/12/2023]
Abstract
To become skilled physicians, medical students must master surface anatomy. However, the study of surface anatomy is less emphasized in medical and allied health science curricula, and the time devoted to direct engagement with the human body is limited. This scoping review was designed to answer one research question: "What are the elements and strategies that are effective in teaching surface anatomy?" The review was performed using a five-stage scoping review framework, including research question identification, relevant study identification, study selection, data charting, and result collating and reporting. Three databases were searched using two search terms combined with a Boolean operator: "teaching" and "surface anatomy." The initial pool of 3,294 sources was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 26 original articles by one researcher and verified by two other researchers. A thematic analysis was performed, and several elements of effective teaching strategies for surface anatomy were identified, namely contextualized teaching, embracing experiential learning, and learning facilitation. This review revealed that a multimodal approach was most commonly used in surface anatomy instruction. Hence, future research should explore the effectiveness of multimodal teaching strategies that adopt the three aforementioned primary elements of effective teaching in an authentic learning environment. It is pertinent to clarify the effectiveness of these teaching strategies by evaluating their impact on student learning, organizational changes, and benefits to other stakeholders.
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Affiliation(s)
- Yasrul Izad Abu Bakar
- Faculty of Medicine, Medical Campus, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Malaysia
| | - Asma' Hassan
- Faculty of Medicine, Medical Campus, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
| | - Muhamad Saiful Bahri Yusoff
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Malaysia
| | - Fazlina Kasim
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Malaysia
| | - Husnaida Abdul Manan Sulong
- Integrative Medicine Cluster, Advanced Medical and Dental Institute, Universiti Sains Malaysia, Bertam, Kepala Batas, Malaysia
| | - Siti Nurma Hanim Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Malaysia
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Sadeqi H, Valiani A, Avizhgan M, Ebrahimi SA, Manteghinejad A, Miralai P, Omid A. The effect of teaching integrated course of physical examination and radiological anatomy in practical limb anatomy on medical students' learning outcomes. BMC MEDICAL EDUCATION 2021; 21:461. [PMID: 34461880 PMCID: PMC8406560 DOI: 10.1186/s12909-021-02898-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Accepted: 08/22/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND In the last few decades, the need to change the curriculum of basic medical science has been further emphasized. The purpose of this study was to evaluate the effects of teaching integrated course of physical examination and radiological anatomy in practical limb anatomy on medical students' learning outcomes. METHODS This was an experimental study. Medical students (of the 4th semester of medical education) were divided into intervention and control groups. Related topics of physical examination and radiological anatomy were added to the practical limb anatomy courses of the intervention group. Practical knowledge of anatomy, clinical applications of anatomical knowledge, students 'satisfaction, and students' attitude toward the anatomy course were assessed at the end of the study. Knowledge retention was assessed three months after the semester. RESULTS The intervention group scored significantly higher mean scores in practical knowledge of anatomy test, clinical applications of anatomical knowledge test and knowledge retention test (P-value < 0.05). In evaluating students' satisfaction with the course, the intervention group was satisfied with the course and teacher performance and had appropriate attitude (Mean˃4, Max score = 5) towards the application of anatomy in medicine. CONCLUSIONS The findings of this study showed that teaching practical anatomy with a clinical integrated approach can improve the practical knowledge of anatomy, knowledge retention, and clinical applications of anatomical knowledge. In addition, an integrated approach was associated with greater student satisfaction and it makes students have appropriate attitude towards the application of anatomy in medicine.
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Affiliation(s)
- Hossain Sadeqi
- Department of Anatomical Sciences, School of Medicine, Isfahan university of medical sciences, Isfahan, Iran
| | - Ali Valiani
- Department of Anatomical Sciences, School of Medicine, Isfahan university of medical sciences, Isfahan, Iran
| | - Maryam Avizhgan
- Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | | | - Amirreza Manteghinejad
- Student Research Committee, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Pantea Miralai
- School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Athar Omid
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
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Development and Utilization of 3D Printed Material for Thoracotomy Simulation. Emerg Med Int 2018; 2018:9712647. [PMID: 30581626 PMCID: PMC6276476 DOI: 10.1155/2018/9712647] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Revised: 09/18/2018] [Accepted: 10/08/2018] [Indexed: 11/17/2022] Open
Abstract
Medical simulation is a widely used training modality that is particularly useful for procedures that are technically difficult or rare. The use of simulations for educational purposes has increased dramatically over the years, with most emergency medicine (EM) programs primarily using mannequin-based simulations to teach medical students and residents. As an alternative to using mannequin, we built a 3D printed models for practicing invasive procedures. Repeated simulations may help further increase comfort levels in performing an emergency department (ED) thoracotomy in particular, and perhaps this can be extrapolated to all invasive procedures. Using this model, a simulation training conducted with EM residents at an inner city teaching hospital showed improved confidence. A total of 21 residents participated in each of the three surveys [(1) initially, (2) after watching the educational video, and (3) after participating in the simulation]. Their comfort levels increased from baseline after watching the educational video (9.5%). The comfort level further improved from baseline after performing the hands on simulation (71.4%).
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Maloney S, Foo J, Cook D, Walsh K. Cost, Value, and the Sustainability of Our Choices Concerning Simulation. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:342-343. [PMID: 29485496 DOI: 10.1097/acm.0000000000002064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Affiliation(s)
- Stephen Maloney
- Associate professor and director of education, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Australia. Dr. Maloney is also chair, Society for Cost and Value in Health Professions Education; ORCID: http://orcid.org/0000-0003-2612-5162; e-mail: . PhD scholar, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Australia; ORCID: http://orcid.org/0000-0003-4533-8307. Professor of medicine and medical education, director, Education Science, Office of Applied Scholarship and Education Science, chair, Mayo Clinic Multidisciplinary Simulation Center Research Committee, consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine and Science, Rochester, Minnesota, and member, Executive Committee for the Society for Cost and Value in Health Professions Education; ORCID: http://orcid.org/0000-0003-2383-4633. Clinical director of clinical improvement, British Medical Journal, United Kingdom, fellow of the Higher Education Academy, fellow of the Academy of Medical Educators, fellow of the Royal College of Physicians Ireland, and member, Executive Committee for the Society for Cost and Value in Health Professions Education; ORCID: http://orcid.org/0000-0003-1268-4676
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