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Mbagwu SI, Edem EE, Adegbilero-Iwari OE, Akunna GG, Makanjuola VO, Ogbo FO, Enye LA. Medical school students' perspectives on virtual anatomy education in a developing country. ANATOMICAL SCIENCES EDUCATION 2024. [PMID: 39056180 DOI: 10.1002/ase.2486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2021] [Revised: 06/19/2024] [Accepted: 06/21/2024] [Indexed: 07/28/2024]
Abstract
Understanding the fundamental role anatomy education plays in medical training and taking into consideration the nascence of online education in Nigeria, this study evaluated the perceptions of medical and allied-health students toward online anatomy education both during the COVID-19 lockdown in Nigeria and for the future. For this study, Google Form questionnaires were distributed via different social and academic platforms to medical and allied-health students in Nigeria between September 28 and December 17, 2020. A total of 954 students participated in the study and 947 valid responses were recorded. The results showed that 77.6% of the students had reported computer/IT skills and 12.1% admitted that they had never attended an online class. Interestingly, 60% of the respondents disapproved of online learning approaches as effective tools for instructions in the anatomical sciences. Majority of the students (84%) agreed that their performance in anatomy would have been better if the classes were face-to-face, while 55% found the online anatomy classes uninteresting. Furthermore, 91.5% agreed that anatomy educators needed advanced skills for online education, while 94.2% agreed that anatomy online teaching needs more advanced technology to be implemented in Nigeria. This study revealed an overall negative perception about the suitability and effectiveness of online anatomy education in Nigerian medical/health training. This study recommends further investigations into the challenges that were presented during online anatomy education at the peak of the pandemic. This will help direct the development and implementation of a workable and sustainable online education model for anatomical sciences in Nigeria.
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Affiliation(s)
- Smart I Mbagwu
- Department of Anatomy, Faculty of Basic Medical Sciences, Nnamdi Azikiwe University, Nnewi, Nigeria
| | - Edem E Edem
- Department of Human Anatomy, College of Medicine and Health Sciences, Afe Babalola University, Ado-Ekiti, Ekiti State, Nigeria
| | - Oluwaseun E Adegbilero-Iwari
- Department of Community Medicine, College of Medicine and Health Sciences, Afe Babalola University, Ado-Ekiti, Ekiti State, Nigeria
| | - Gabriel G Akunna
- Department of Anatomy, College of Health Sciences at, Benue State University, Makurdi, Benue State, Nigeria
| | - Victor O Makanjuola
- Department of Anatomy, College of Medicine and Health Sciences, Bingham University, Karu, Nigeria
| | - Felix O Ogbo
- Department of Anatomy, Faculty of Basic Medical Sciences, State University of Medical Sciences, Igbo Eno, Nigeria
| | - Linus A Enye
- Department of Human Anatomy, College of Medicine and Health Sciences, Afe Babalola University, Ado-Ekiti, Ekiti State, Nigeria
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Goh JSK, Chandrasekaran R, Sirasanagandla SR, Acharyya S, Mogali SR. Efficacy of plastinated specimens in anatomy education: A systematic review and meta-analysis. ANATOMICAL SCIENCES EDUCATION 2024; 17:712-721. [PMID: 38591116 DOI: 10.1002/ase.2424] [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: 10/15/2023] [Revised: 03/19/2024] [Accepted: 03/21/2024] [Indexed: 04/10/2024]
Abstract
Plastination, a permanent preservation method for human tissues and organs, is increasingly being used in anatomy education. However, there is a paucity of systematic reviews and meta-analyses summarizing the educational efficacy of plastinated specimens. This meta-analysis compared the assessment scores of students exposed to plastinated specimens against those exposed to other common instructional methods. A systematic search was conducted through four databases, from 2000 to July 2022. Titles and abstracts of the retrieved records were screened according to predetermined eligibility criteria. Of the 159 records screened, 18 were subjected to full-text review. Among the 18 studies, five articles reported post-intervention test scores for intervention (plastinated) and control (other modalities) groups. Studies were subjected to GRADE quality assessment, and four studies with moderate to high ratings were included for meta-analysis. Students' perceptions (n = 15 studies) were qualitatively analyzed using an inductive narrative analysis. No significant effect was detected between the intervention (n = 417) and control groups (n = 422) (standardized mean difference = 0.08; 95% CI [-0.36, 0.52]; p = 0.73). Four themes emerged from students' perceptions: ease of use, motivation to study, spatial understanding, and learning preference. Overall, student performance outcomes comparing the use of plastinated specimens versus other instructional modalities are very limited. This meta-analysis suggests that knowledge gained from plastinated specimens is comparable to learning achieved through other modalities; though this outcome should be interpreted with caution as there is currently insufficient evidence for definitive conclusions.
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Affiliation(s)
- Julian Shu Kai Goh
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
| | - Ramya Chandrasekaran
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
| | - Srinivasa Rao Sirasanagandla
- Department of Human and Clinical Anatomy, College of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Oman
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Patera E. How Can Virtual Dissection Table Resources Be Utilized Better? An Anatomy Educator's Perspective. MEDICAL SCIENCE EDUCATOR 2023; 33:1429-1430. [PMID: 38188390 PMCID: PMC10767011 DOI: 10.1007/s40670-023-01902-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/21/2023] [Indexed: 01/09/2024]
Affiliation(s)
- Eleni Patera
- Anatomy Section, St George’s University of London, London, UK
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Abdulghani HM, Marwa K, Alghamdi NA, Almasoud RN, Faraj AT, Alshuraimi AF, Mohamed KM, Alnafisah OS, Ahmad T, Ahmed MZ, Khalil MS. Prevalence of the medical student syndrome among health professions students and its effects on their academic performance. Medicine (Baltimore) 2023; 102:e35594. [PMID: 37904450 PMCID: PMC10615420 DOI: 10.1097/md.0000000000035594] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/13/2023] [Accepted: 09/20/2023] [Indexed: 11/01/2023] Open
Abstract
Medical student syndrome (MSS) is health-related anxiety while studying a specific disease that leads to stress and anxiety. The study aims to determine the prevalence of MSS among health professions students to identify its effect on the student academic performance and to recognize the awareness of MSS among health professions students. This is a descriptive cross-sectional study where 544 students from King Saud University health colleges were included and filled in a self-reported designed questionnaire. We used validated scale of short health anxiety inventory closed-ended items to measure the prevalence of MSS. All statistical analyses were performed using the statistical package for social sciences statistical software package. The results showed that 8.5% of the health colleges students were affected by MSS. The students with the medical syndrome had higher levels of anxiety (anxiety-odd ratio [OR] = 1.3, P = .35; anxiety-OR = 1.57, P = .27) and hypochondriac issues (hypochondria-OR = 2.93, P = .03; hypochondria-OR = 2.61, P = .14) than other students. Concerning to MSS negative consequences, students who experienced medical syndrome most of the time and always were 1.43 and 1.45 times more likely to experience anxiety. As a result of the medical syndrome, students with a grade point average decrease of <0.20 are 3.37 times more likely to develop a hypochondriac problem than students with no grade point average decrease (OR = 3.37; P = .04). Third-year students reported more anxiety and hypochondria symptoms than other-year students. In conclusion, MSS is a growing problem in health colleges. This study showed that, academic performance was affected for the students who have MSS. The prevention of this phenomenon may be greatly enhanced by reassurance and discussions about this syndrome.
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Affiliation(s)
| | - Khaldoun Marwa
- Department of Psychiatry, College of Medicine, Almaarefa University, Riyadh, Saudi Arabia
| | | | | | | | | | | | - Osama Saleh Alnafisah
- Family Medicine Consultant, National Guard Affairs, Primary Health Care, Riyadh, Saudi Arabia
| | - Tauseef Ahmad
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Mohammad Z. Ahmed
- Department of Pharmacognosy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Mahmoud Salah Khalil
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Chaudhry H, Rana S, Bhatti MI, Al-Ansari N, Al Theyab A, Almutairi T, Kazani B, Almasri M, Sadiq Z, Hussein R, Kim D, Chung D, Khalil O, Alroobi H, Aly A, Raoof A. Utility of the Anatomage Virtual Dissection Table in Creating Clinical Anatomy and Radiology Learning Modules. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:973-981. [PMID: 37701425 PMCID: PMC10493096 DOI: 10.2147/amep.s417831] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 08/20/2023] [Indexed: 09/14/2023]
Abstract
Purpose During the COVID-19 pandemic, teaching has required online-learning modalities to facilitate easily accessible yet high-quality education. However, since the nature of anatomy requires hands-on experience in laboratories with cadavers, teaching anatomy in an online setting has proven especially difficult. This matter may be resolved with the Anatomage Table, an advanced anatomy visualization tool, which several studies have suggested can augment learning experiences for students in anatomy courses. Our objective was to provide accessible online modules, through utilization of the Anatomage Table, for medical students to facilitate their learning and enhance online learning experience. Materials and Methods Ten modules were designed, consisting of a presentation, a pre- and post-self-assessment, as well as anatomical images and radiographs taken from Anatomage Table. The modules were based on a single organ system, and a clinical case pertaining to that organ system was presented. Weill Cornell Medicine-Qatar (WCM-Q) second-year medical students contributed 102 responses in total throughout the 10 modules. Using a paired t-test, the study compared the students' pre- and post-assessment scores to determine how beneficial the modules were. Results A significant difference in scores on the pre- and post-assessments was found for all 10 modules using a paired t-test. At the end of the modules, the students completed a feedback survey to assess the quality and convenience. Most of the students agreed or strongly agreed that the modules were beneficial to their online anatomy learning and wanted to see similar anatomical modules in the future. Conclusion The Anatomage Table is an innovative virtual resource that can significantly contribute to a more engaging and productive experience for medical students.
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Affiliation(s)
| | - Shehroz Rana
- Class 2024, Weill Cornell Medicine-Qatar, Doha, Qatar
| | | | | | | | | | - Bahram Kazani
- Class 2023, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Muna Almasri
- Class 2023, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Zuhair Sadiq
- Class 2023, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Rawan Hussein
- Class 2023, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Daniel Kim
- Class 2023, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Dabin Chung
- Class 2023, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Omar Khalil
- Class 2023, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Hasan Alroobi
- Class 2023, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Ahmed Aly
- Class 2023, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Ameed Raoof
- Department of Medical Education, Weill Cornell Medicine-Qatar, Doha, Qatar
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Funjan K, Ashour L, Salameh M, Mustafa A, Seed Ahmed M. Perceptions and Attitudes of Jordanian Medical Students on Using 3D Interactive Anatomy Dissection in Teaching and Learning Anatomy. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:837-844. [PMID: 37560611 PMCID: PMC10406572 DOI: 10.2147/amep.s419333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2023] [Accepted: 07/29/2023] [Indexed: 08/11/2023]
Abstract
BACKGROUND AND AIMS This study evaluates the use of virtual anatomy dissection (Anatomage Table) in teaching anatomy for Jordanian medical students. The study also highlights any gender differences in students' perception on this method of teaching anatomy. METHODS This is a cross-sectional questionnaire-based study that was carried out on medical students enrolled in Al-Balqa Applied University, a Jordanian public university. A group of expert anatomists designed a questionnaire that investigates the students' perceptions and attitudes toward using virtual anatomy dissection. The questionnaire also investigated student's opinions and expectations on the impact of using this method on the academic achievement of students. RESULTS The findings of the study showed that most students agreed that Anatomage Table helped them better understand (64.3%) and memorize (64%) anatomy lectures. In addition, most students were interested in using this learning method in lab groups (72.3%). However, the didactic approach that combined anatomical models and the Anatomage Table was preferred over the unilateral approach that included only the Anatomage Table (80.5% vs 30.2%, p<0.001, r=0.9). Of note, there was a statistically significant difference between males and females in their preference for Anatomage Table (p<0.001), and in their perceptions on the impact of Anatomage Table on understanding of lectures (p<0.001) and memorization of anatomical structures (p=0.004). CONCLUSION The Anatomage Table is a powerful teaching and learning method in undergraduate medical education. Its application to Al-Balqa Applied University has proven to be effective so far. It can be used to overcome the problems facing anatomical education in the college of medicine in Al-Balqa Applied University and perhaps other universities in Jordan, but this needs better cooperation between universities and stakeholders to provide adequate funding for this method.
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Affiliation(s)
- Khaled Funjan
- Department of Basic Medical Sciences, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Laith Ashour
- Department of Basic Medical Sciences, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Muna Salameh
- Department of Basic Medical Sciences, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Ayman Mustafa
- Department of Basic Medical Sciences, College of Medicine, QU Health, Qatar University, Doha, Qatar
| | - Mohammed Seed Ahmed
- Department of Basic Medical Sciences, College of Medicine, QU Health, Qatar University, Doha, Qatar
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Kavvadia EM, Katsoula I, Angelis S, Filippou D. The Anatomage Table: A Promising Alternative in Anatomy Education. Cureus 2023; 15:e43047. [PMID: 37692592 PMCID: PMC10484354 DOI: 10.7759/cureus.43047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/06/2023] [Indexed: 09/12/2023] Open
Abstract
Anatomy is one of medical and nursing education's most prominent and crucial keynotes. For ages, conventional lectures and the analysis of actual human corpses were employed as predominant teaching techniques. However, the sphere of healthcare pedagogy has been greatly altered by the developing passion for technology over the past few years. Anatomage offers a life-size digital representation of the human body, allowing the visualization, manipulation, and virtual dissection of complex anatomical structures, using detailed 3D (three-dimensional) models. Academic institutions utilize Anatomage as a means to enhance and contemporize the acquisition of anatomy knowledge. This systematic review aims to present the educational role of Anatomage in anatomy and whether it can replace the use of cadaveric material in medical education entirely in the future. A detailed search on PubMed, SCOPUS, Wiley Online Library, and Google Scholar databases was performed. The criteria for the selection were the English language and the year of publication between 2018 and 2023. We rejected publications that were irrelevant to the topic. Before applying the filters, we found 198 publications, from which 24 were finally chosen for the purpose of this review. The results of this systematic review indicate that most students agree on the beneficial role of Anatomage in the thorough comprehension of anatomical knowledge, and they prefer it over traditional learning methods, such as the use of cadaveric material. Anatomage not only offers a deeper insight into the relations between inner formations, since it is a particularly easy-to-use and pleasant teaching tool, but also contributes to the improvement of learning outcomes in the classroom, which is proved by higher grades in the anatomy course. However, it can be an effective teaching method if it is used in addition to the classic method of cadaver training, rather than being the only educational practice. Integrating the Anatomage Table (AT) into undergraduate courses is paramount to the comprehensive learning and application of human anatomy in students' future health careers. Learners who have utilized the table note it to be a beneficial and effective tool in preparing them to enter into the healthcare profession.
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Affiliation(s)
| | - Ioanna Katsoula
- Anatomy, National and Kapodistrian University of Athens, Athens, GRC
| | - Stavros Angelis
- Anatomy, National and Kapodistrian University of Athens, Athens, GRC
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Said Ahmed MAA. Use of the Anatomage Virtual Table in Medical Education and as a Diagnostic Tool: An Integrative Review. Cureus 2023; 15:e35981. [PMID: 37041931 PMCID: PMC10083048 DOI: 10.7759/cureus.35981] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/10/2023] [Indexed: 03/12/2023] Open
Abstract
Studies on human anatomy mainly depend on cadaver dissection. New technology devices have progressed to improve anatomy teaching, such as the 3D Anatomage virtual dissection table. There is a shortage and deficiency in information about the uses and benefits of the Anatomage table. The aim of this article was to review and assess the current evidence about the advantages of the Anatomage virtual table in medical education and curricula of medical courses, and its utility in diagnosis. The current study is a comprehensive systematic review. A search was conducted on online medical and scientific databases. Twenty-nine articles relevant to the content of the current research topic were selected. Based on this review, the use of the Anatomage table is valuable for anatomy learning outcomes, and most of the research supported it as an important anatomy tool in addition to cadaveric dissection. The Anatomage table in association with human dissection can improve knowledge retention of anatomy. It is an important tool for understanding organ variation. Anatomage is now considered an important tool for the educational training programs of medical students and residents and for disease diagnosis and prognosis. Anatomage can make the curriculum more interesting and valuable. Utilizing the Anatomage table can help medical and paramedical students and residents by assisting them to understand anatomy in a better way. It will also improve radiological knowledge and facilitate pre-planning for surgeries. Finally, it has a crucial role during exceptional circumstances such as pandemics.
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Vasil'ev YL, Dydykin SS, Kashtanov AD, Molotok EV, Lyakisheva AA, Kytko OV, Kapitonova M, Vorobyov AA, Litvina EV, Filimonov VI, Bezhin AI, Kolsanov AV. A comparative analysis of lecturers' satisfaction with Anatomage and Pirogov virtual dissection tables during clinical and topographic anatomy courses in Russian universities. ANATOMICAL SCIENCES EDUCATION 2023; 16:196-208. [PMID: 36571469 DOI: 10.1002/ase.2248] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 09/19/2022] [Accepted: 12/22/2022] [Indexed: 06/17/2023]
Abstract
Anatomy is increasingly taught using computer-assisted learning tools, including electronic interactive anatomy dissection tables. Anatomage was he first virtual anatomy dissection table introduced in Russian medical universities and gained popularity among lecturers and students. The Pirogov interactive anatomy table was recently released, but the strengths and weakness of each platform is currently unknown. The objective of this article is to survey lecturers in anatomy to understand their perspectives on the Pirogov versus Anatomage virtual dissection tables' application to teaching in medical universities. A total of 80 anatomy educators from 12 Russian universities, using Anatomage (n = 40) and Pirogov (n = 40) tables were surveyed regarding their satisfaction with the application of the respective tables. Using a five-point Likert scale, both tables were assessed, and responses were statistically analyzed. In addition, qualitative analysis was performed on free response comments provided by survey respondents. There was no significant difference in overall satisfaction ratings between Pirogov (4.38 ± 0.53) and Anatomage (3.94 ± 0.60) interactive tables (p > 0.05). The Anatomage table ranked significantly higher on the accuracy of displayed anatomical details, resolution of the images, and its suitability for teaching senior medical and postgraduate students. Pirogov table performed significantly better on survey items measuring ergonomics, ability to assess students' performance, and teaching basic anatomy to junior first- and second-year medical students. Thus, in summary, anatomists' responses indicated that while both tables are suitable for teaching anatomy, the Pirogov table was superior in undergraduate medical education and the Anatomage table was more beneficial for teaching more senior trainees.
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Affiliation(s)
- Yuriy L Vasil'ev
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Sergey S Dydykin
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Artem D Kashtanov
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Ekaterina V Molotok
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Alexandra A Lyakisheva
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Olesya V Kytko
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Marina Kapitonova
- Department of Basic Medical Sciences, Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak, Kota Samarahan, Malaysia
| | - Alexandr A Vorobyov
- Department of Operative Surgery and Topographic Anatomy, Volgograd State Medical University, Volgograd, Russian Federation
| | - Ekaterina V Litvina
- Department of Operative Surgery and Topographic Anatomy, Volgograd State Medical University, Volgograd, Russian Federation
| | - Vladimir I Filimonov
- Department of Operative Surgery and Topographic Anatomy, Yaroslavl State Medical University, Yaroslavl, Russian Federation
| | - Alexandr I Bezhin
- Professor A.D. Myasnikov Department of Operative Surgery and Topographic Anatomy, Kursk State Medical University, Kursk, Russian Federation
| | - Alexandr V Kolsanov
- Department of Operative Surgery and Clinical Anatomy with a Course of Innovative Technologies, Samara State Medical University, Samara, Russian Federation
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Chytas D, Salmas M, Noussios G, Paraskevas G, Protogerou V, Demesticha T, Vassiou A. Do virtual dissection tables add benefit to cadaver-based anatomy education? An evaluation. Morphologie 2023; 107:1-5. [PMID: 35135673 DOI: 10.1016/j.morpho.2022.01.002] [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: 01/10/2022] [Revised: 01/16/2022] [Accepted: 01/17/2022] [Indexed: 10/19/2022]
Abstract
PURPOSE The anatomy education literature suggests blended-learning approaches as more effective. We performed a literature review to answer the question if virtual dissection tables can play a significant role as supplements to traditional cadaver-based anatomy education methods. METHODS PubMed, SCOPUS, ERIC and Cochrane databases were searched for articles with purpose to explore the outcomes of the use of virtual dissection tables in conjunction with cadaver-based anatomy education. RESULTS Six articles were included. Three articles were comparative and comprised evaluation of participants' anatomy examinations results. Three articles were non-comparative and comprised only evaluation of participants' opinions about the educational intervention. In all studies, the participants expressed satisfaction about the educational value of this intervention, while the data about anatomy examinations' results suggest that virtual dissection tables may also enhance students' academic performance, when they are used in conjunction with cadavers. CONCLUSION Virtual dissection tables seem to do have a role in modern blended-learning anatomy curricula and could essentially supplement the educational power of cadaver-based methods. Our findings may stimulate further implementation of virtual dissection tables as supplementary tools to cadaver-based anatomy education.
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Affiliation(s)
- D Chytas
- Department of Anatomy, School of Physiotherapy, University of Peloponnese, 20, Plateon Street, 23100 Sparta, Greece.
| | - M Salmas
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias Street, 11527 Athens, Greece
| | - G Noussios
- Department of Physical Education and Sports Sciences of Serres, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - G Paraskevas
- Department of Anatomy and Surgical Anatomy, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - V Protogerou
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias Street, 11527 Athens, Greece
| | - T Demesticha
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias Street, 11527 Athens, Greece
| | - A Vassiou
- Department of Anatomy, Faculty of Medicine, University of Thessaly, 41334 Larissa, Greece
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Radzi S, Chandrasekaran R, Peh ZK, Rajalingam P, Yeong WY, Mogali SR. Students' learning experiences of three-dimensional printed models and plastinated specimens: a qualitative analysis. BMC MEDICAL EDUCATION 2022; 22:695. [PMID: 36171608 PMCID: PMC9520930 DOI: 10.1186/s12909-022-03756-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Accepted: 09/16/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Traditional cadaveric dissection is declining whilst plastinated and three-dimensional printed (3DP) models are increasingly popular as substitutes to the conventional anatomy teaching and learning methods. It is unclear about the pros and cons of these new tools and how they impact students' learning experiences of anatomy including humanistic values such as respect, care and empathy. METHODS: Ninety-six students' views were sought immediately after a randomized cross-over study. Pragmatic design was used to investigate the learning experiences of using plastinated and 3DP models of cardiac (in Phase 1, n = 63) and neck (in Phase 2, n = 33) anatomy. Inductive thematic analysis was conducted based on 278 free text comments (related to strengths, weaknesses, things to improve), and focus group (n = 8) transcriptions in full verbatim about learning anatomy with these tools. RESULTS Four themes were found: perceived authenticity, basic understanding versus complexity, attitudes towards respect and care, and multimodality and guidance. CONCLUSIONS Overall, students perceived plastinated specimens as more real and authentic, thus perceived more respect and care than 3DP models; whereas 3DP models were easy to use and prefered for learning basic anatomy.
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Affiliation(s)
- Shairah Radzi
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Ramya Chandrasekaran
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Zhen Kai Peh
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Preman Rajalingam
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Wai Yee Yeong
- Singapore Centre for 3D Printing, School of Mechanical and Aerospace Engineering, Nanyang Technological University Singapore, Singapore, Singapore
| | - Sreenivasulu Reddy Mogali
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore.
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12
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Digital Transformation Will Change Medical Education and Rehabilitation in Spine Surgery. Medicina (B Aires) 2022; 58:medicina58040508. [PMID: 35454347 PMCID: PMC9030988 DOI: 10.3390/medicina58040508] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2022] [Revised: 03/22/2022] [Accepted: 03/31/2022] [Indexed: 12/25/2022] Open
Abstract
The concept of minimally invasive spine therapy (MIST) has been proposed as a treatment strategy to reduce the need for overall patient care, including not only minimally invasive spine surgery (MISS) but also conservative treatment and rehabilitation. To maximize the effectiveness of patient care in spine surgery, the educational needs of medical students, residents, and patient rehabilitation can be enhanced by digital transformation (DX), including virtual reality (VR), augmented reality (AR), mixed reality (MR), and extended reality (XR), three-dimensional (3D) medical images and holograms; wearable sensors, high-performance video cameras, fifth-generation wireless system (5G) and wireless fidelity (Wi-Fi), artificial intelligence, and head-mounted displays (HMDs). Furthermore, to comply with the guidelines for social distancing due to the unexpected COVID-19 pandemic, the use of DX to maintain healthcare and education is becoming more innovative than ever before. In medical education, with the evolution of science and technology, it has become mandatory to provide a highly interactive educational environment and experience using DX technology for residents and medical students, known as digital natives. This study describes an approach to pre- and intraoperative medical education and postoperative rehabilitation using DX in the field of spine surgery that was implemented during the COVID-19 pandemic and will be utilized thereafter.
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Bartoletti-Stella A, Gatta V, Mariani GA, Gobbi P, Falconi M, Manzoli L, Faenza I, Salucci S. Three-Dimensional Virtual Anatomy as a New Approach for Medical Student's Learning. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182413247. [PMID: 34948857 PMCID: PMC8702207 DOI: 10.3390/ijerph182413247] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Revised: 11/29/2021] [Accepted: 12/06/2021] [Indexed: 12/18/2022]
Abstract
Most medical and health science schools adopt innovative tools to implement the teaching of anatomy to their undergraduate students. The increase in technological resources for educational purposes allows the use of virtual systems in the field of medicine, which can be considered decisive for improving anatomical knowledge, a requisite for safe and competent medical practice. Among these virtual tools, the Anatomage Table 7.0 represents, to date, a pivotal anatomical device for student education and training medical professionals. This review focuses attention on the potential of the Anatomage Table in the anatomical learning process and clinical practice by discussing these topics based on recent publication findings and describing their trends during the COVID-19 pandemic period. The reports documented a great interest in and a positive impact of the use of this technological table by medical students for teaching gross anatomy. Anatomage allows to describe, with accuracy and at high resolution, organ structure, vascularization, and innervation, as well as enables to familiarize with radiological images of real patients by improving knowledge in the radiological and surgical fields. Furthermore, its use can be considered strategic in a pandemic period, since it ensures, through an online platform, the continuation of anatomical and surgical training on dissecting cadavers.
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Affiliation(s)
- Anna Bartoletti-Stella
- Department of Experimental, Diagnostic and Specialty Medicine (DIMES), University of Bologna, 40126 Bologna, Italy;
| | - Valentina Gatta
- Cellular Signalling Laboratory, Department of Biomedical and NeuroMotor Sciences (DIBINEM), University of Bologna, 40126 Bologna, Italy; (V.G.); (G.A.M.); (M.F.); (L.M.); (I.F.)
| | - Giulia Adalgisa Mariani
- Cellular Signalling Laboratory, Department of Biomedical and NeuroMotor Sciences (DIBINEM), University of Bologna, 40126 Bologna, Italy; (V.G.); (G.A.M.); (M.F.); (L.M.); (I.F.)
| | - Pietro Gobbi
- Department of Biomolecular Sciences (DiSB), Urbino University Carlo Bo, 61029 Urbino, Italy;
| | - Mirella Falconi
- Cellular Signalling Laboratory, Department of Biomedical and NeuroMotor Sciences (DIBINEM), University of Bologna, 40126 Bologna, Italy; (V.G.); (G.A.M.); (M.F.); (L.M.); (I.F.)
| | - Lucia Manzoli
- Cellular Signalling Laboratory, Department of Biomedical and NeuroMotor Sciences (DIBINEM), University of Bologna, 40126 Bologna, Italy; (V.G.); (G.A.M.); (M.F.); (L.M.); (I.F.)
| | - Irene Faenza
- Cellular Signalling Laboratory, Department of Biomedical and NeuroMotor Sciences (DIBINEM), University of Bologna, 40126 Bologna, Italy; (V.G.); (G.A.M.); (M.F.); (L.M.); (I.F.)
| | - Sara Salucci
- Cellular Signalling Laboratory, Department of Biomedical and NeuroMotor Sciences (DIBINEM), University of Bologna, 40126 Bologna, Italy; (V.G.); (G.A.M.); (M.F.); (L.M.); (I.F.)
- Correspondence:
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George D, Clarke RE. Medical Students' Perspective - Students' Perceptions and Attitudes After Exposure to Three Different Instructional Strategies in Applied Anatomy [Letter]. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:779-780. [PMID: 34290543 PMCID: PMC8289563 DOI: 10.2147/amep.s325762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Accepted: 07/08/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Daniel George
- Imperial College London, Faculty of Medicine, London, UK
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