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Mathew R, Ramakrishnan N, Boland F, Pawlikowska T, Holland JC. Learning cardiac embryology on YouTube-What videos are there to view? ANATOMICAL SCIENCES EDUCATION 2024. [PMID: 39073248 DOI: 10.1002/ase.2467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Revised: 12/12/2023] [Accepted: 05/20/2024] [Indexed: 07/30/2024]
Abstract
In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3-D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as "useful." Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or "filter failure."
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Affiliation(s)
- Ruth Mathew
- Department of Obstetrics & Gynaecology, Cork University Maternity Hospital, Cork, Ireland
| | - Niveta Ramakrishnan
- Medical Graduate, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Fiona Boland
- Data Science Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Teresa Pawlikowska
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Jane C Holland
- Department of Anatomy and Regenerative Medicine, RCSI University of Medicine and Health Sciences, Dublin, Ireland
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Holland JC, Ní Dhónaill R, Clarke M, Joyce P. Physician Associate Students' Experience of Anatomy Dissection. ANATOMICAL SCIENCES EDUCATION 2021; 14:52-61. [PMID: 32452170 DOI: 10.1002/ase.1984] [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: 08/15/2019] [Revised: 05/15/2020] [Accepted: 05/16/2020] [Indexed: 06/11/2023]
Abstract
The role of physician assistant/associate (PA) has expanded from its inception in the United States over 50 years ago, to European countries including Ireland. While there is an increasing body of evidence exploring the role and training of PAs in clinical settings, there is a scarcity of research exploring PA students' perspectives in relation to their experience of anatomy dissection, or how these experiences may contribute to the development of their core professional identity. Students in the first two cohorts of PA Program at the Royal College of Surgeons in Ireland program were invited to interviews which solicited them to reflect and report on their own experiences of anatomical dissection during their course. Participants' responses were analyzed using a thematic inductive approach; common themes and patterns were organized into a hierarchical structure, which generated the final framework of themes. Ten participants took part in the study; only one had previous personal experience of dissection, while two further participants had some familiarity with prosected specimens. The first theme concerned the participants' expectation of anatomical dissection, with sub-themes of preconceptions, smell, and emotions. The second theme involves discussion of coping strategies that the participants used, including talking, viewing the cadaver as their first patient, and naming (or not naming) the cadaver. The third theme includes how the participants' talked about respect and compassion in the dissection room, development of team working skills, and awareness of bereavement and organ donation. A number of recommendations were also made for the experience and orientation of future students in such a program.
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Affiliation(s)
- Jane C Holland
- Department of Anatomy, Royal College of Surgeons in Ireland, Dublin, Ireland
| | | | - Maeve Clarke
- Department of Oncology, Beaumont Hospital, Dublin, Ireland
| | - Pauline Joyce
- Physician Associate Program, Royal College of Surgeons in Ireland, Dublin, Ireland
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Brassett C, Cosker T, Davies DC, Dockery P, Gillingwater TH, Lee TC, Milz S, Parson SH, Quondamatteo F, Wilkinson T. COVID-19 and anatomy: Stimulus and initial response. J Anat 2020; 237:393-403. [PMID: 32628795 PMCID: PMC7361297 DOI: 10.1111/joa.13274] [Citation(s) in RCA: 52] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2020] [Revised: 06/16/2020] [Accepted: 06/16/2020] [Indexed: 12/13/2022] Open
Abstract
The outbreak of COVID-19, resulting from widespread transmission of the SARS-CoV-2 virus, represents one of the foremost current challenges to societies across the globe, with few areas of life remaining untouched. Here, we detail the immediate impact that COVID-19 has had on the teaching and practice of anatomy, providing specific examples of the varied responses from several UK, Irish and German universities and medical schools. Alongside significant issues for, and suspension of, body donation programmes, the widespread closure of university campuses has led to challenges in delivering anatomy education via online methods, a particular problem for a practical, experience-based subject such as anatomy. We discuss the short-term consequences of COVID-19 for body donation programmes and anatomical education, and highlight issues and challenges that will need to be addressed in the medium to long term in order to restore anatomy education and practice throughout the world.
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Affiliation(s)
- Cecilia Brassett
- Department of PhysiologyDevelopment and NeuroscienceUniversity of CambridgeCambridgeUK
| | - Thomas Cosker
- Department of Physiology, Anatomy and GeneticsUniversity of OxfordOxfordUK
| | - D. Ceri Davies
- Human Anatomy UnitDepartment of Surgery and CancerImperial College LondonLondonUK
| | - Peter Dockery
- Department of AnatomySchool of MedicineNational University of Ireland GalwayGalwayIreland
| | | | - T. Clive Lee
- Department of Anatomy and Regenerative MedicineRoyal College of Surgeons, IrelandUniversity of Medicine and Health SciencesDublin 2Ireland
| | - Stefan Milz
- Anatomische AnstaltLudwig‐Maximilians‐Universität MünchenMunichGermany
| | - Simon H. Parson
- Department of AnatomySuttie CentreSchool of MedicineMedical Sciences and NutritionUniversity of AberdeenAberdeenUK
| | | | - Tracey Wilkinson
- Centre for Anatomy and Human IdentificationSchool of Science and EngineeringUniversity of DundeeDundeeUK
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Lee TC. Anatomy and academies of art II - a tale of two cities. J Anat 2019; 236:577-587. [PMID: 31835281 DOI: 10.1111/joa.13130] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2019] [Revised: 11/11/2019] [Accepted: 11/11/2019] [Indexed: 11/28/2022] Open
Abstract
Anatomy played a significant role in the establishment of academies in art, initially in Italy and France, and then more widely in Europe and the Americas. This paper considers the role of anatomy in two such academies, the Royal Academy of Arts in London, and the Royal Hibernian Academy of Arts in Dublin. In both cases, anatomy teaching for art students was formalised by the appointment of a Professor of Anatomy, positions that continue to this day. The first Professor of Anatomy in the RA, William Hunter, set the standard by delivering lectures, carrying out dissections and producing écorchés. Some of his successors have published anatomy books specifically for artists, but their enthusiasm has varied. Unlike the continuity of the RA, the RHA has only had bespoke premises from 1826 to 1916, and from 1985 onwards, and its Schools or School have operated from 1826 to 1942, and from 2008 onwards. Anatomy teaching was a casualty of the decline of the formal art academy in the 20th century, but the fortunes of both are reviving in the early 21st century.
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Affiliation(s)
- T C Lee
- Royal Hibernian Academy of Arts, Dublin, Ireland.,Department of History of Art & Architecture, Trinity College, Dublin, Ireland.,St John's College, Oxford, UK.,Department of Anatomy & Regenerative Medicine, Royal College of Surgeons in Ireland, Dublin, Ireland
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Lee TC, Molnár Z, Stein A, O'Dea M, Kokaram A, Simms CK. Anatomy transformed. J Anat 2019; 234:577-582. [DOI: 10.1111/joa.12954] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/14/2019] [Indexed: 11/28/2022] Open
Affiliation(s)
- T. C. Lee
- Department of Anatomy Royal College of Surgeons in Ireland Dublin Ireland
- St John's College Oxford Oxford UK
- Royal Hibernian Academy of Arts Dublin Ireland
- Centre for Bioengineering & School of Engineering Trinity College Dublin Dublin Ireland
| | - Z. Molnár
- St John's College Oxford Oxford UK
- Department of Physiology, Anatomy& Genetics University of Oxford Oxford UK
| | - A. Stein
- Royal Hibernian Academy of Arts Dublin Ireland
| | - M. O'Dea
- Royal Hibernian Academy of Arts Dublin Ireland
| | - A. Kokaram
- Department of Electronic and Electrical Engineering Trinity College Dublin Dublin Ireland
| | - C. K. Simms
- Department of Anatomy Royal College of Surgeons in Ireland Dublin Ireland
- Centre for Bioengineering & School of Engineering Trinity College Dublin Dublin Ireland
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Holland JC, Pawlikowska T. Undergraduate Medical Students' Usage and Perceptions of Anatomical Case-Based Learning: Comparison of Facilitated Small Group Discussions and eLearning Resources. ANATOMICAL SCIENCES EDUCATION 2019; 12:245-256. [PMID: 30378294 DOI: 10.1002/ase.1824] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2017] [Revised: 05/11/2018] [Accepted: 07/10/2018] [Indexed: 06/08/2023]
Abstract
While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that "digital natives" have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies.
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Affiliation(s)
- Jane C Holland
- Department of Anatomy, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Teresa Pawlikowska
- Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
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Holland J, Clarke E, Glynn M. Out of sight, out of mind: Do repeating students overlook online course components? ANATOMICAL SCIENCES EDUCATION 2016; 9:555-564. [PMID: 27096280 DOI: 10.1002/ase.1613] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2015] [Revised: 02/04/2016] [Accepted: 03/30/2016] [Indexed: 06/05/2023]
Abstract
E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who completed the Alimentary System module within the first semester of the program were included, 30 of whom were repeating the year, and thus the module. This systems-based, multidisciplinary module incorporated didactic lectures, cadaveric small group tutorials and additional e-Learning resources such as online histology tutorials. Significant differences were demonstrated in physical attendance and utilization of online resources between repeating students and those participating in the module for the first time. Subsequent analyses confirmed that physical attendance, access of online lecture resources, and utilization of online histology tutorials were all significantly correlated. In addition, both physical attendance and utilization of online resources significantly correlated with summative examination performance. While nonattendance may be due to a variety of factors, our data confirm that significant differences exist in both physical attendance and online activity between new entrants and repeating students, such that all students repeating a module or academic year should be routinely interviewed and offered appropriate supports to ensure that they continue to engage with the program. While the development of complex algorithmic models may be resource intensive, using readily available indices from virtual learning environments is a straightforward, albeit less powerful, means to identify struggling students prior to summative examinations. Anat Sci Educ 9: 555-564. © 2016 American Association of Anatomists.
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Affiliation(s)
- Jane Holland
- Department of Anatomy, Royal College of Surgeons in Ireland, Dublin, Ireland.
| | - Eric Clarke
- Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Mark Glynn
- Teaching Enhancement Unit, Dublin City University, Glasnevin, Ireland, Dublin
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