Leadership and professionalism curriculum in the Gross Anatomy course.

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Pawlina, Wojciech; Hromanik, Michael J; Milanese, Tia R; Dierkhising, Ross; Viggiano, Thomas R; Carmichael, Stephen W

2006-09-01

Today's physicians must demonstrate both professionalism and leadership skills in order to succeed in largely team-based healthcare environments. The purpose of this study was to determine if professionalism attributes, leadership style, and leadership style adaptability are associated with academic performance among first-year students early in their medical curriculum. Students were divided into 4-member dissection groups for the duration of the Gross and Developmental Anatomy course. Leadership responsibility was randomly assigned to a team member on a rotating basis every 5 weeks. After each 5-week block, student performance was measured by written and practical examinations, and each student assessed their leader's or their own professionalism attributes and leadership style using validated survey instruments. Most students demonstrated either a "selling" only (57%) or "participating" only (30%) leadership style with low to moderate leadership adaptability. "Participating" and "delegating" leadership styles have the highest average group written exam scores (89.4%, P leadership styles and aspects of professionalism are associated with written and practical examination scores in the Gross and Developmental Anatomy course. Furthermore, it demonstrates that first-year medical students are in need of leadership skill development.

Help of third-year medical students decreases first-year medical students' negative psychological reactions on the first day of gross anatomy dissection.

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Houwink, Aletta P; Kurup, Anil N; Kollars, Joshua P; Kral Kollars, Catharine A; Carmichael, Stephen W; Pawlina, Wojciech

2004-05-01

The assistance of third-year medical students (MS3) may be an easy, inexpensive, educational method to decrease physical and emotional stress among first-year medical students (MS1) on the first day of gross anatomy dissection. In the academic years 2000-2001 and 2001-2002, a questionnaire on the emotional and physical reactions on the first day of dissection was distributed to 84 MS1 at Mayo Medical School (Rochester, MN); 74 (88%) responded. Student perceptions were assessed on a 5-point Likert scale. The 42 second-year medical students (MS2) whose first academic year was 1999-2000 were used as a control group, because they had not had assistance from MS3. MS2 completed the same questionnaire (59% response rate). Data were collected from MS1 on the day of their first gross anatomy dissection. The most frequent reactions were headache, disgust, grief or sadness, and feeling light-headed. Significant differences (alpha vs. 88%), reporting lower levels of anxiety (23% vs. 48%), headache (14% vs. 36%), disgust (9% vs. 20%), feeling light-headed (11% vs. 24%), and reaction to the smell of the cadaver and laboratory (8% vs. 52%). MS1 commented that having MS3 at the dissection table was extremely helpful. They relied less on their peers and felt they learned more efficiently about the dissection techniques and anatomical structures. Using MS3 as assistants is one method to reduce fear and anxiety on the first day of gross anatomy dissection. Copyright 2004 Wiley-Liss, Inc.

Digital lectures for learning gross anatomy: a study of their efficacy.

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Singh, Anudeep; Min, Aung Ko Ko

2017-03-01

The current study investigates the level of students' learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.

Exploring the changing learning environment of the gross anatomy lab.

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Hopkins, Robin; Regehr, Glenn; Wilson, Timothy D

2011-07-01

The objective of this study was to assess the impact of virtual models and prosected specimens in the context of the gross anatomy lab. In 2009, student volunteers from an undergraduate anatomy class were randomly assigned to study groups in one of three learning conditions. All groups studied the muscles of mastication and completed identical learning objectives during a 45-minute lab. All groups were provided with two reference atlases. Groups were distinguished by the type of primary tools they were provided: gross prosections, three-dimensional stereoscopic computer model, or both resources. The facilitator kept observational field notes. A prepost multiple-choice knowledge test was administered to evaluate students' learning. No significant effect of the laboratory models was demonstrated between groups on the prepost assessment of knowledge. Recurring observations included students' tendency to revert to individual memorization prior to the posttest, rotation of models to match views in the provided atlas, and dissemination of groups into smaller working units. The use of virtual lab resources seemed to influence the social context and learning environment of the anatomy lab. As computer-based learning methods are implemented and studied, they must be evaluated beyond their impact on knowledge gain to consider the effect technology has on students' social development.

Medical Students' Perception of Problem Areas in Anatomy ...

African Journals Online (AJOL)

The ranges of problems were extensive; neuro-anatomy in gross anatomy, slide review in histology, and cardiovascular embryology were amongst the most highlighted areas of concern. Most students attributed the problems in gross anatomy to difficulty with accessing the area during dissection and inability to grasp the ...

Digital lectures for learning gross anatomy: a study of their efficacy

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Anudeep Singh

2017-03-01

Full Text Available Purpose The current study investigates the level of students’ learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. Methods The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. Results The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. Conclusion The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.

Self-directed learning in gross human anatomy: assessment outcomes and student perceptions.

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Smythe, Gayle; Hughes, Diane

2008-01-01

Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first self-directed topic as they did in lecture-based material, but performance declined significantly on the second self-directed topic. Correlations showed that students who performed well in lecture-based topics also performed well on self-directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content, and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self-directed modes for the first time.

Guidelines for Standard Photography in Gross and Clinical Anatomy

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Barut, Cagatay; Ertilav, Hakan

2011-01-01

Photography has a widespread usage in medicine and anatomy. In this review, authors focused on the usage of photography in gross and clinical anatomy. Photography in gross and clinical anatomy is not only essential for accurate documentation of morphological findings but also important in sharing knowledge and experience. Photographs of cadavers…

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

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Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

Cadaver-specific CT scans visualized at the dissection table combined with virtual dissection tables improve learning performance in general gross anatomy.

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Paech, Daniel; Giesel, Frederik L; Unterhinninghofen, Roland; Schlemmer, Heinz-Peter; Kuner, Thomas; Doll, Sara

2017-05-01

The purpose of this study was to quantify the benefit of the incorporation of radiologic anatomy (RA), in terms of student training in RA seminars, cadaver CT scans and life-size virtual dissection tables on the learning success in general anatomy. Three groups of a total of 238 students were compared in a multiple choice general anatomy exam during first-year gross anatomy: (1) a group (year 2015, n 1  = 50) that received training in radiologic image interpretation (RA seminar) and additional access to cadaver CT scans (CT + seminar group); (2) a group (2011, n 2  = 90) that was trained in the RA seminar only (RA seminar group); (3) a group (2011, n 3  = 98) without any radiologic image interpretation training (conventional anatomy group). Furthermore, the students' perception of the new curriculum was assessed qualitatively through a survey. The average test score of the CT + seminar group (21.8 ± 5.0) was significantly higher when compared to both the RA seminar group (18.3 ± 5.0) and the conventional anatomy group (17.1 ± 4.7) (p cadaver CT scans and life-size virtual dissection tables significantly improved the performance of medical students in general gross anatomy. Medical imaging and virtual dissection should therefore be considered to be part of the standard curriculum of gross anatomy. • Students provided with cadaver CT scans achieved 27 % higher scores in anatomy. • Radiological education integrated into gross anatomy is highly appreciated by medical students. • Simultaneous physical and virtual dissection provide unique conditions to study anatomy.

[Effect of large-scale repair work on indoor formaldehyde levels upon and subjective symptoms in, medical students during gross anatomy dissection course].

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Mori, Mihoko; Hoshiko, Michiko; Hara, Kunio; Ishitake, Tatsuya; Saga, Tsuyoshi; Yamaki, Koichi

2012-01-01

To examine the effect of large-scale repair work on indoor formaldehyde (FA) levels and subjective symptoms in medical students during a gross anatomy dissection course. We measured the indoor FA levels, room air temperature, and room humidity during a gross anatomy dissection course. In addition, the prevalence of subjective symptoms, keeping allergy state, and wearing personal protective equipment were surveyed in two groups of students using a self-administered questionnaire. The mean indoor FA levels before and after repair work were 1.22 ppm and 0.14 ppm, respectively. The mean indoor FA level significantly decreased after repair work. The prevalences of most subjective symptoms before the anatomy practice were similar before and after the repair work. However, the prevalences of most subjective symptoms during the anatomy practice were lower after the repair work. The mean indoor FA levels and prevalences of subjective symptoms decreased after the repair work. We have to continuously monitor indoor FA levels, carry out private countermeasures to minimize exposure to FA, and maintain equipment for ventilation to be able to conduct practice in a comfortable environment.

Fostering interprofessional teamwork in an academic medical center: Near-peer education for students during gross medical anatomy.

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Shields, Richard K; Pizzimenti, Marc A; Dudley-Javoroski, Shauna; Schwinn, Debra A

2015-01-01

The purpose of this report is to describe student satisfaction with a near-peer interprofessional education (IPE) session for physical therapy and medical students. Ten senior physical therapy students worked in peer-groups to develop a musculoskeletal anatomy demonstration for first-semester medical students. Together with their classmates, they demonstrated observation, palpation, and musculoskeletal assessment of the shoulder and scapular-thoracic articulation to medical student dissection groups in the Gross Anatomy laboratory. The medical students were encouraged to consider the synergistic function of shoulder structures and the potential impact of a selected pathology: rotator cuff injury. The session provided the medical students with an opportunity to integrate their new anatomical knowledge into a framework for clinical musculoskeletal evaluation. The experience offered senior physical therapy students an opportunity to work in teams with their peers, internalize and adapt to constructive feedback, and seek common ground with members of another profession. Both student groups reported a high degree of satisfaction with the sessions and expressed a desire for further interaction. These positive perceptions by student stakeholders have prompted us to consider additional IPE exchanges for the anatomy course in the upcoming school year. Given the positive outcome of this descriptive study, we now plan to systematically test whether near-peer IPE interactions can enhance the degree that students learn key anatomical concepts. © 2014 American Association of Anatomists.

Do collaborative practical tests encourage student-centered active learning of gross anatomy?

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Green, Rodney A; Cates, Tanya; White, Lloyd; Farchione, Davide

2016-05-06

Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and then worked as a team to complete the same test again immediately afterwards. The relationship between mean individual, team, and difference (between team and individual) test scores to overall performance on the final examination (representing overall learning in the course) was examined using regression analysis. The overall mark in the course increased by 9% with a decreased failure rate. There was a strong relationship between individual score and final examination mark (P learning occurring during the collaborative testing and that weaker students gained the benefit from team marks without significant active learning taking place. This negative outcome may be due to insufficient encouragement of the active learning strategies that were expected to occur during the collaborative testing process. An improved understanding of the efficacy of collaborative assessment could be achieved through the inclusion of questionnaire based data to allow a better interpretation of learning outcomes. Anat Sci Educ 9: 231-237. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

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Beven Livingston

2014-01-01

Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

Evaluation of free i-applications for tertiary level gross anatomy education

Directory of Open Access Journals (Sweden)

Matthew F. Pollard

2012-04-01

Full Text Available BackgroundThe use of electronic resources in education, including i-applications used on portable handheld devices, is increasing. Apple® handheld devices are popular, with free applications the most prevalent download form. Many gross anatomy i-applications are available, however no information on the quality of free anatomy products is available. Rating such products could therefore guide product recommendations.AimTo evaluate the quality and range of free iPod® applications that are applicable for tertiary level gross anatomy education.MethodsA search of the iTunes® Application Store with keywords anatomy, free, medical, functional, clinical, gross, and human was performed, with inclusion based on free applications containing human gross anatomy usable for tertiary education purposes. Application specification was noted; each was trialled independently and rated for usability, specification, academic level, and quality (image and programme.ResultsSixty-three applications were identified and eleven met inclusion criteria. Two provided gross anatomy of the entire body, nine examined specific regions or systems. Five were judged introductory in academic level, five intermediate, and one advanced. One application was rated low quality, and four excellent. None were considered difficult to use (six easy, five medium. Application size ranged between 1.2MB and 229MB (mean 27MB.ConclusionsThere are few free i-applications for learning gross anatomy and most concentrate on individual body systems, with the academic level and usability of all products well rated. Results suggest some free I-applications could be suitable adjuncts for gross anatomy education at both an undergraduate and graduate level.

Testing knowledge of human gross anatomy in medical school: an applied contextual-learning theory method.

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Clough, R W; Lehr, R P

1996-01-01

The traditional gross anatomy laboratory experience, with modifications in evaluations that we outline later, meets the criteria of contextual-learning theory, expands the repertoire of core objectives we identify for our students, and may increase the likelihood of cognitive permanence of anatomical data. Our subjects included approximately 54 first-year medical students from each of three sequential class years (1996, 1997, 1998). As an alternative to more typical written and practical exams, examinations in a major portion of our gross anatomy program consist of two approximately 30 minute oral expositions by each student to his or her peers and a faculty member. Students demonstrate specific detail on cadaver, x-ray, cross sections, or a model. Clinical applications, spatial relationships, nomenclature, and functions are strongly emphasized. The results of this teaching approach to the utilization of anatomical knowledge in clinical situations requires further assessment: however, new attributes have been afforded our students with implementation of the present program: First, students learn anatomical detail equally well as the students of the more traditional system (based on board exam results). Second, students who completed the program indicate that this approach provides a useful simulation of what is expected later in their training. Third, students gradually gain confidence in verbal presentation, they demonstrate cognitive synthesis of separate conceptual issues, they retain information, and they are quite visibly more enthusiastic about anatomy and its importance in medicine. Our program demonstrates that the learning of applicable human anatomy is facilitated in a contextual-learning environment. Moreover, by learning anatomy in this way, other equally beneficial attributes are afforded the medical student, including, but not limited to, increases in communication skills, confidence in verbal presentation, synthesis of anatomical concepts

Cadaver-specific CT scans visualized at the dissection table combined with virtual dissection tables improve learning performance in general gross anatomy

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Paech, Daniel [German Cancer Research Center, Department of Radiology, Heidelberg (Germany); Heidelberg University, Institute of Anatomy and Cell Biology, Heidelberg (Germany); Giesel, Frederik L. [University Hospital Heidelberg, Department of Nuclear Medicine, Heidelberg (Germany); Unterhinninghofen, Roland [Institute of Anthropomatics, Karlsruhe Institute of Technology, Karlsruhe (Germany); Schlemmer, Heinz-Peter [German Cancer Research Center, Department of Radiology, Heidelberg (Germany); Kuner, Thomas; Doll, Sara [Heidelberg University, Institute of Anatomy and Cell Biology, Heidelberg (Germany)

2017-05-15

The purpose of this study was to quantify the benefit of the incorporation of radiologic anatomy (RA), in terms of student training in RA seminars, cadaver CT scans and life-size virtual dissection tables on the learning success in general anatomy. Three groups of a total of 238 students were compared in a multiple choice general anatomy exam during first-year gross anatomy: (1) a group (year 2015, n{sub 1} = 50) that received training in radiologic image interpretation (RA seminar) and additional access to cadaver CT scans (CT + seminar group); (2) a group (2011, n{sub 2} = 90) that was trained in the RA seminar only (RA seminar group); (3) a group (2011, n{sub 3} = 98) without any radiologic image interpretation training (conventional anatomy group). Furthermore, the students' perception of the new curriculum was assessed qualitatively through a survey. The average test score of the CT + seminar group (21.8 ± 5.0) was significantly higher when compared to both the RA seminar group (18.3 ± 5.0) and the conventional anatomy group (17.1 ± 4.7) (p < 0.001). The incorporation of cadaver CT scans and life-size virtual dissection tables significantly improved the performance of medical students in general gross anatomy. Medical imaging and virtual dissection should therefore be considered to be part of the standard curriculum of gross anatomy. circle Students provided with cadaver CT scans achieved 27 % higher scores in anatomy. (orig.)

Cadaver-specific CT scans visualized at the dissection table combined with virtual dissection tables improve learning performance in general gross anatomy

International Nuclear Information System (INIS)

Paech, Daniel; Giesel, Frederik L.; Unterhinninghofen, Roland; Schlemmer, Heinz-Peter; Kuner, Thomas; Doll, Sara

2017-01-01

The purpose of this study was to quantify the benefit of the incorporation of radiologic anatomy (RA), in terms of student training in RA seminars, cadaver CT scans and life-size virtual dissection tables on the learning success in general anatomy. Three groups of a total of 238 students were compared in a multiple choice general anatomy exam during first-year gross anatomy: (1) a group (year 2015, n_1 = 50) that received training in radiologic image interpretation (RA seminar) and additional access to cadaver CT scans (CT + seminar group); (2) a group (2011, n_2 = 90) that was trained in the RA seminar only (RA seminar group); (3) a group (2011, n_3 = 98) without any radiologic image interpretation training (conventional anatomy group). Furthermore, the students' perception of the new curriculum was assessed qualitatively through a survey. The average test score of the CT + seminar group (21.8 ± 5.0) was significantly higher when compared to both the RA seminar group (18.3 ± 5.0) and the conventional anatomy group (17.1 ± 4.7) (p < 0.001). The incorporation of cadaver CT scans and life-size virtual dissection tables significantly improved the performance of medical students in general gross anatomy. Medical imaging and virtual dissection should therefore be considered to be part of the standard curriculum of gross anatomy. circle Students provided with cadaver CT scans achieved 27 % higher scores in anatomy. (orig.)

When Students Struggle with Gross Anatomy and Histology: A Strategy for Monitoring, Reviewing, and Promoting Student Academic Success in an Integrated Preclinical Medical Curriculum

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Hortsch, Michael; Mangrulkar, Rajesh S.

2015-01-01

Gross anatomy and histology are now often taught as parts of an integrated medical or dental curriculum. Although this puts these foundational basic sciences into a wider educational context, students may not fully appreciate their importance as essential components of their medical education and may not develop a sufficient level of competency,…

Advance organizers in a gross anatomy dissection course and their effects on academic achievement.

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Chung, Eun-Kyung; Nam, Kwang-Il; Oh, Sun-A; Han, Eui-Ryoung; Woo, Young-Jong; Hitchcock, Maurice A

2013-04-01

We presented two kinds of advance organizers (AOs), video clips and prosection, for a gross anatomy dissection course and compared their effects on academic achievement and student perception of the learning experience. In total, 141 students at Chonnam National University Medical School were randomly assigned to two groups: Group 1 (n = 70) was provided with video clips AO, whereas Group 2 (n = 71) was provided with prosection AO, the use of cadaveric specimens dissected by the course instructor. Student self-assessment scores regarding the learning objectives of upper limb anatomy improved significantly in both groups. Academic achievement scores in Group 2 were significantly higher than those in Group 1, although the self-assessment scores were not significantly different between the groups. Additionally, students in Group 2 responded significantly more positively to the statements about perception of the learning experience such as helping them understand the course content and concepts, decreasing anxiety about the dissection course, and participating actively in the dissection. It would seem that the application of prosection as an AO improved academic achievement and increased student engagement and satisfaction. This study will contribute to designing effective AOs and developing a teaching and learning strategy for a gross anatomy dissection course. Copyright © 2012 Wiley Periodicals, Inc.

Independent learning modules enhance student performance and understanding of anatomy.

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Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

2014-01-01

Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. © 2014 American Association of Anatomists.

Use of Saliva for Assessment of Stress and Its Effect on the Immune System Prior to Gross Anatomy Practical Examinations

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Lester, S. Reid; Brown, Jason R.; Aycock, Jeffrey E.; Grubbs, S. Lee; Johnson, Roger B.

2010-01-01

The objective of this study was to determine the longitudinal effects of a series of stressful gross anatomy tests on the immune system. Thirty-six freshman occupational therapy students completed a written stress evaluation survey, and saliva samples were obtained at baseline and prior to each of three timed-practical gross anatomy tests.…

Clinical anatomy of the subserous layer: An amalgamation of gross and clinical anatomy.

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Yabuki, Yoshihiko

2016-05-01

The 1998 edition of Terminologia Anatomica introduced some currently used clinical anatomical terms for the pelvic connective tissue or subserous layer. These innovations persuaded the present author to consider a format in which the clinical anatomical terms could be reconciled with those of gross anatomy and incorporated into a single anatomical glossary without contradiction or ambiguity. Specific studies on the subserous layer were undertaken on 79 Japanese women who had undergone surgery for uterine cervical cancer, and on 26 female cadavers that were dissected, 17 being formalin-fixed and 9 fresh. The results were as follows: (a) the subserous layer could be segmentalized by surgical dissection in the perpendicular, horizontal and sagittal planes; (b) the segmentalized subserous layer corresponded to 12 cubes, or ligaments, of minimal dimension that enabled the pelvic organs to be extirpated; (c) each ligament had a three-dimensional (3D) structure comprising craniocaudal, mediolateral, and dorsoventral directions vis-á-vis the pelvic axis; (d) these 3D-structured ligaments were encoded morphologically in order of decreasing length; and (e) using these codes, all the surgical procedures for 19th century to present-day radical hysterectomy could be expressed symbolically. The establishment of clinical anatomical terms, represented symbolically through coding as demonstrated in this article, could provide common ground for amalgamating clinical anatomy with gross anatomy. Consequently, terms in clinical anatomy and gross anatomy could be reconciled and compiled into a single anatomical glossary. © 2015 Wiley Periodicals, Inc.

The study techniques of Asian, American, and European medical students during gross anatomy and neuroanatomy courses in Poland.

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Zurada, Anna; Gielecki, Jerzy St; Osman, Nilab; Tubbs, R Shane; Loukas, Marios; Zurada-Zielińska, Agnieszka; Bedi, Neru; Nowak, Dariusz

2011-03-01

Past research in medical education has addressed the study of gross anatomy, including the most effective learning techniques, comparing the use of cadavers, dissection, anatomy atlases, and multimedia tools. The aim of this study was to demonstrate similarities and differences among American, Asian, and European medical students (MS) regarding different study methods and to see how these methods affected their clinical skills. To analyze the varying study methods of European, American, and Asian MS in our program and in order to elucidate any ethnic and cultural differences a survey was conducted. A total of 705 international MS, from the Polish (PD), American (AD), and Taiwanese (TD) divisions, were asked to voluntarily participate in the questionnaire. Students were asked the following questions: which methods they used to study anatomy, and which of the methods they believed were most efficient for comprehension, memorization, and review. The questions were based on a 5-point Likert scale, where 5 was 'strongly agree', and 1 was 'strongly disagree'. The PD and AD preferred the use of dissections and prosected specimens to study anatomy. The TD showed less interest in studying from prosected specimens, but did acknowledge that this method was more effective than using atlases, plastic models, or CD-ROMs. Multimedia tools were mainly used for radiological anatomy and review and also for correctly typing proper names of structures using exact anatomical terminology. The findings highlight the differences in study techniques among students from different ethnic backgrounds. The study approaches used in order to accomplish learning objectives was affected by cultural norms that influenced each student group. These differences may be rooted in technological, religious, and language barriers, which can shape the way MS approach learning.

[Reducing the levels of formaldehyde exposure during a gross anatomy dissection course with a local ventilation system].

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Kikuta, Akio; Yamato, Hiroshi; Kunugita, Naoki; Nakashima, Tamiji; Hayashi, Haruki

2010-03-01

Reducing the levels of formaldehyde (FA) exposure in gross anatomy laboratories has been urgently required. We improved the environment of our gross anatomy laboratory by changing the existing general ventilation to local ventilation. We developed a local ventilation apparatus (grid-type of hood with downward suction) that can be attached to an ordinary dissection table. Furthermore, in order to make this local ventilation apparatus an enclosure hood, the upper plate of the dissection table was surrounded by flexible vertical flanges. The apparatus works as an effective enclosure hood without interfering with students' practice of dissection. We installed 26 local ventilation apparatuses and connected them to the ventilation duct. The ventilation ducts were installed above the ceiling or along the pillars not to interfere with students' vision and movements in the room. Adopting the local ventilation system reduced dramatically the students' and lecturers' exposure to formaldehyde. The geometric mean formaldehyde concentration was 0.066 ppm in the anatomy laboratory in 2005. Since 2005, the new system has enabled us to comply with safety and health regulations and providing a smell- and irritant-free dissection room with an excellent environment for anatomy study.

The Histopathologic Reliability of Tissue Taken from Cadavers within the Gross Anatomy Laboratory

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Rae, Guenevere; Newman, William P., III; McGoey, Robin; Donthamsetty, Supriya; Karpinski, Aryn C.; Green, Jeffrey

2018-01-01

The purpose of this study was to examine the histopathologic reliability of embalmed cadaveric tissue taken from the gross anatomy laboratory. Tissue samples from hearts, livers, lungs, and kidneys were collected after the medical students' dissection course was completed. All of the cadavers were embalmed in a formalin-based fixative solution.…

Peer Teaching among Physical Therapy Students during Human Gross Anatomy: Perceptions of Peer Teachers and Students

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Youdas, James W.; Hoffarth, Brianna L.; Kohlwey, Scott R.; Kramer, Christine M.; Petro, Jaime L.

2008-01-01

Despite nearly 200 accredited entry-level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized…

Students' Perception and Attitude on Methods of Anatomy Teaching in a Medical College of West Bengal, India.

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Bandyopadhyay, Raktim; Biswas, Romy

2017-09-01

Incorporating newer teaching aids over traditional one in Anatomy has been challenging both for the teachers and the learners. Different educational strategies are being used for teaching of Anatomy. To elicit the perception and attitude toward teaching approaches in the Anatomy curriculum among first year medical students. A cross-sectional, descriptive study was undertaken with the help of predesigned, pre-tested questionnaire to elicit knowledge in four domains of classroom teaching which were: a) gross anatomical structure; b) organ identification; c) topography; and d) radiological anatomy and self-assessment of acquired skills in respective fields among 114 first year students. A total of 57% of students opined good in gross structure of anatomy. A 60.5% of students preferred chalk and board method and 33.3% with LCD projector. Regarding acquiring knowledge, 72.8% of medical students gathered knowledge in gross anatomical structure domain whereas 58.8% in radiological anatomy. The overall mean score of attitude of the students regarding incorporating newer techniques in Anatomy teaching is 14.17±2.26. The perception of Anatomy teaching and attitude among medicos have been studied and opinion from them had thrown light for incorporation of newer techniques in their teaching curriculum.

Comparison of learning anatomy with cadaveric dissection and plastic models by medical students

International Nuclear Information System (INIS)

Qamar, K.; Ashar, A.

2014-01-01

The purpose of this study at Army Medical College was to assess differences in learning of students from cadaveric dissection or plastic models; and explore their perceptions about efficacy of various Instructional tools used during the gross anatomy practical time. Study Design: Two phase mixed methods sequential study. Place and Duration of Study: This study was conducted at anatomy department Arm y Medical College, Rawalpindi, Pakistan over a period of three weeks In July 2013 after approval from the ethical review board. Participants and Methods: Quantiative phase 1 involved 50 second year MBBS students, selected through non probability convenience sampling. They were divided into two groups of 25 students. Group A covered head and neck gross anatomy dissection course through cadaveric dissection and group B using plastic models. At the end of course MCQ based assessment were conducted and statistically analyzed for both groups. In qualitative phase 2, two focus group discussions (FGD) with 10 second year MBBS students were conducted to explore students perspectives about and their preferences of various instructional tools used during the gross anatomy practical time. The FGDs were audio taped, transcribed, and analyzed through thematic analysis. Results: The results of a post test of group A was 24.1 +-.26 and group B 30.96 +- 6.23 (p = 0.024). Focus group discussions generated three themes (Learning techniques used by students during gross anatomy practical time; Preferred learning techniques and Non-preferred learning techniques). Students prefered small-group learning method over completely self-directed studies as the study materials were carefully chosen and objectives were clearly demonstrated with directions. Cadaveric dissection and didactic teachings were not preferred. (author)

An Eight-Year Study of Online Lecture Use in a Medical Gross Anatomy and Embryology Course

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Nieder, Gary L.; Borges, Nicole J.

2012-01-01

Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs.…

Assessing student engagement and self-regulated learning in a medical gross anatomy course.

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Pizzimenti, Marc A; Axelson, Rick D

2015-01-01

In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning that students are encountering; and (3) whether the course materials and activities are yielding the intended learning outcomes. This study drew upon self-regulated learning theory (SRL) to specify relevant information about learning engagement, and how the measures of particular scales might prove useful for student/faculty reflection. We tested the quality of such information as collected via the Motivated Strategies for Learning Questionnaire (MSLQ). MSLQ items were administered through a web-based survey to 150 students in a first-year medical gross anatomy course. The resulting 66 responses (44% response rate) were examined for information quality (internal reliability and predictive validity) and usefulness of the results to the course instructor. Students' final grades in the course were correlated with their MSLQ scale scores to assess the predictive validity of the measures. These results were consistent with the course design and expectations, showing that greater use of learning strategies such as elaboration and critical thinking was associated with higher levels of performance in the course. Motivation subscales for learning were also correlated with the higher levels of performance in the course. The extent to which these scales capture valid and reliable information in other institutional settings and courses needs further investigation. © 2014 American Association of Anatomists.

The gross anatomy laboratory: a novel venue for critical thinking and interdisciplinary teaching in dental education.

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Rowland, Kevin C; Joy, Anita

2015-03-01

Reports on the status of dental education have concluded that there is a need for various types of curricular reform, making recommendations that include better integration of basic, behavioral, and clinical sciences, increased case-based teaching, emphasis on student-driven learning, and creation of lifelong learners. Dental schools faced with decreasing contact hours, increasing teaching material, and technological advancements have experimented with alternate curricular strategies. At Southern Illinois University School of Dental Medicine, curricular changes have begun with a series of integrated biomedical sciences courses. During the process of planning and implementing the integrated courses, a novel venue-the gross anatomy laboratory-was used to introduce all Year 1 students to critical thinking, self-directed learning, and the scientific method. The venture included student-driven documentation of anatomical variations encountered in the laboratory using robust scientific methods, thorough literature review, and subsequent presentation of findings in peer review settings. Students responded positively, with over 75% agreeing the experience intellectually challenged them. This article describes the process of re-envisioning the gross anatomy laboratory as an effective venue for small group-based, student-driven projects that focus on key pedagogical concepts to encourage the development of lifelong learners.

[Attempt to reduce the formaldehyde concentration by blowing cooled fresh air down in to the breathing zone of medical students from an admission port on the ceiling during gross anatomy class].

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Takayanagi, Masaaki; Sakai, Makoto; Ishikawa, Youichi; Murakami, Kunio; Kimura, Akihiko; Kakuta, Sachiko; Sato, Fumi

2008-09-01

Cadavers in gross anatomy laboratories at most medical schools are conventionally embalmed in formaldehyde solution, which is carcinogenic to humans. Medical students and instructors are thus exposed to formaldehyde vapors emitted from cadavers during dissection. To reduce high formaldehyde concentrations in the breathing zone above cadavers being examined by anatomy medical students provisionally, dissection beds were located under existing admission ports on the ceiling to supply cooled fresh air from the admission port blowing downward on to the cadaver. In all cases, compared to normal condition, the downward flow of cooled fresh air from an admission port reduced formaldehyde concentrations by 0.09-0.98 ppm and reduced to 12.6-65.4% in the air above a cadaver in the breathing zone of students. The formaldehyde concentrations above cadavers under admission ports were not more than the formaldehyde concentrations between beds representing the indoor formaldehyde concentrations. Although the application of an existing admission port on the ceiling in this study did not remove formaldehyde, the downflow of cooled fresh air using this system reduced the formaldehyde concentration in the air above cadavers being attended by anatomy students during dissections. These results suggest the need for reducing formaldehyde levels in gross anatomy laboratories using fundamental countermeasures in order to satisfy the guidelines of 0.08 ppm established by the World Health Organization and the Japan Ministry of Health, Labor and Welfare.

The histopathologic reliability of tissue taken from cadavers within the gross anatomy laboratory.

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Rae, Guenevere; Newman, William P; McGoey, Robin; Donthamsetty, Supriya; Karpinski, Aryn C; Green, Jeffrey

2018-03-01

The purpose of this study was to examine the histopathologic reliability of embalmed cadaveric tissue taken from the gross anatomy laboratory. Tissue samples from hearts, livers, lungs, and kidneys were collected after the medical students' dissection course was completed. All of the cadavers were embalmed in a formalin-based fixative solution. The tissue was processed, embedded in paraffin, sectioned at six micrometers, and stained with H&E. The microscope slides were evaluated by a board certified pathologist to determine whether the cellular components of the tissues were preserved at a high enough quality to allow for histopathologic diagnosis. There was a statistically significant relationship between ratings and organ groups. Across all organs, there was a smaller proportion of "poor" ratings. The lung group had the highest percentage of "poor" ratings (23.1%). The heart group had the least "poor" ratings (0.0%). The largest percentage of "satisfactory" ratings were in the lung group (52.8%), and the heart group contained the highest percentage of "good" ratings (58.5%) The lung group had the lowest percentage of "good" ratings (24.2%). These results indicate that heart tissue is more reliable than lung, kidney, or liver tissue when utilizing tissue from the gross anatomy laboratory for research and/or educational purposes. This information advises educators and researchers about the quality and histopathologic reliability of tissue samples obtained from the gross anatomy laboratory. Anat Sci Educ 11: 207-214. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Post mortem CT scans as a supplementary teaching method in gross anatomy.

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Buenting, Mara; Mueller, Tjark; Raupach, Tobias; Luers, Georg; Wehrenberg, Uwe; Gehl, Axel; Anders, Sven

2016-11-01

Despite increasing the integration of radiologic imaging teaching in anatomy dissection courses, studies on learning outcome of these interventions are rare or have certain shortcomings in study design. In this study, students were randomly allocated to an intervention group (n=53) receiving five weekly CT-courses of 30min duration during a 6-week gross anatomy course. Students in the control group (n=329) received no additional teaching. Total teaching time did not differ among groups. All students were asked to participate in a pre- and post-course self-assessment (comparative self-assessment; CSA) of learning objectives related to anatomical spatial relationships and a post-course formative assessment on radiologic anatomy. Items of both assessments were matched. Moreover, students of the intervention group were asked to evaluate the CT-courses. Most participants of the intervention group classified the CT-courses as "good" or "very good". Nevertheless, results of the CSA and formative assessment did not differ among study and control groups. These findings indicate that the teaching intervention (CT-courses) did not have an impact on recognition of anatomical structures in radiological images beyond the knowledge acquired in the anatomical dissection course. As a consequence, interventions integrating radiology imaging into dissection courses should be based on psychological considerations of how to best foster student learning. Learning outcome has to be monitored, as results of evaluation surveys can be misleading. Further research on curricular concepts is needed considering both short- and long-term effects. Copyright © 2016 Elsevier GmbH. All rights reserved.

Body painting to promote self-active learning of hand anatomy for preclinical medical students.

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Jariyapong, Pitchanee; Punsawad, Chuchard; Bunratsami, Suchirat; Kongthong, Paranyu

2016-01-01

The purpose of this study was to use the body painting method to teach hand anatomy to a group of preclinical medical students. Students reviewed hand anatomy using the traditional method and body painting exercise. Feedback and retention of the anatomy-related information were examined by a questionnaire and multiple-choice questions, respectively, immediately and 1 month after the painting exercise. Students agreed that the exercise was advantageous and helped facilitate self-active learning after in-class anatomy lessons. While there was no significant difference in knowledge retention between the control and experimental groups, the students appreciated the exercise in which they applied body paint to the human body to learn anatomy. The body painting was an efficient tool for aiding the interactive learning of medical students and increasing the understanding of gross anatomy.

Improved understanding of human anatomy through self-guided radiological anatomy modules.

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Phillips, Andrew W; Smith, Sandy G; Ross, Callum F; Straus, Christopher M

2012-07-01

To quantifiably measure the impact of self-instructed radiological anatomy modules on anatomy comprehension, demonstrated by radiology, gross, and written exams. Study guides for independent use that emphasized structural relationships were created for use with two online radiology atlases. A guide was created for each module of the first year medical anatomy course and incorporated as an optional course component. A total of 93 of 96 eligible students participated. All exams were normalized to control for variances in exam difficulty and body region tested. An independent t-test was used to compare overall exam scores with respect to guide completion or incompletion. To account for aptitude differences between students, a paired t-test of each student's exam scores with and without completion of the associated guide was performed, thus allowing students to serve as their own controls. Twenty-one students completed no study guides; 22 completed all six guides; and 50 students completed between one and five guides. Aggregate comparisons of all students' exam scores showed significantly improved mean performance when guides were used (radiology, 57.8% [percentile] vs. 45.1%, P < .001; gross, 56.9% vs. 46.5%, P = .001; written, 57.8% vs. 50.2%, P = .011). Paired comparisons among students who completed between one and five guides demonstrated significantly higher mean practical exam scores when guides were used (radiology, 49.3% [percentile] vs. 36.0%, P = .001; gross, 51.5% vs. 40.4%, P = .005), but not higher written scores. Radiological anatomy study guides significantly improved anatomy comprehension on radiology, gross, and written exams. Copyright © 2012 AUR. Published by Elsevier Inc. All rights reserved.

A Comparison of Fourth-Year Health Sciences Students' Knowledge of Gross Lower and Upper Limb Anatomy: A Cross-Sectional Study.

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Díaz-Mancha, Juan-Antonio; Castillo-López, José Manuel; Munuera-Martinez, Pedro V; Fernández-Seguín, Lourdes María; Polo-Padillo, Juan; Heredia-Rizo, Alberto Marcos

2016-01-01

The aim of the study was to assess and compare the knowledge of fourth-year medicine, physiotherapy (PT), nursing, and podiatry students in carpal and tarsal bone anatomy. A cross-sectional study was carried out. Based on a nonprobability convenience sampling, 177 fourth-year students (117 women and 60 men, mean age of 23.16 ± 3.82 years) from the podiatry (n = 39), nursing (n = 26), PT (n = 73), and medicine (n = 39) schools at a large Spanish university were included. Measurements were taken of their gross anatomy knowledge by means of the carpal and the tarsal bone tests. Students were asked to identify all carpal and tarsal bones in an illustration of the bony skeleton of both regions and were given a maximum of 5 minutes per test. Of a total of 15 bones to be labeled, the PT (11.07 ± 3.30) and podiatry (9.36 ± 2.93) students had the highest rate of correct answers compared with the medicine (6.13 ± 3.27) and nursing (4.04 ± 3.72) undergraduates. When assessing academic degrees and test scores, significant differences were observed between PT and podiatry participants vs those from the medicine and nursing schools (P students from the PT and podiatry programs correctly identified a higher number of carpal and tarsal bones than students from the nursing and medicine schools. Copyright © 2016. Published by Elsevier Inc.

Comparison of Gross Anatomy Test Scores Using Traditional Specimens vs. Quicktime Virtual Reality Animated Specimens

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Maza, Paul Sadiri

2010-01-01

In recent years, technological advances such as computers have been employed in teaching gross anatomy at all levels of education, even in professional schools such as medical and veterinary medical colleges. Benefits of computer based instructional tools for gross anatomy include the convenience of not having to physically view or dissect a…

An electronic instructor for gross anatomy dissection.

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Josephson, Eleanor M; Moore, Larry J

2006-01-01

Gross anatomy is time consuming to teach and to learn. Because the process of dissection takes up so much student time, assistance in the form of an in-lab instructional DVD program might improve student performance. The DVD could be viewed with a portable device by individual dissection groups at their tables. Groups could dissect at their own pace, with access to step-by-step demonstrations and answers to frequently asked anatomical questions. We created an instructional DVD program demonstrating dissection of the canine ventral neck and thoracic limb. The effect on student exam scores of using the DVD versus not using it was measured in a controlled, two-sample study using incoming first-year veterinary students as volunteers. Volunteers were told the study was of two different dissection methods; the DVD was not specifically mentioned until after the students were separated into two groups (Blue/DVD group and Orange/No DVD group), and then only to volunteers in the Blue group. Except for the DVD, the two groups had the same resources. The difference in scores on an exam given after a single dissection period did not differ sufficiently to conclude that DVD use raised the mean score; however, 73% of the DVD group scored 60% or higher, while only 38% of the No DVD group scored 60% or higher. The difference in mean scores overall was 2.3 points out of a possible 49, suggesting that the DVD helped students, especially those with lower scores, to earn two to three more points than they would have otherwise.

Body painting to promote self-active learning of hand anatomy for preclinical medical students.

Science.gov (United States)

Jariyapong, Pitchanee; Punsawad, Chuchard; Bunratsami, Suchirat; Kongthong, Paranyu

2016-01-01

Background The purpose of this study was to use the body painting method to teach hand anatomy to a group of preclinical medical students. Methods Students reviewed hand anatomy using the traditional method and body painting exercise. Feedback and retention of the anatomy-related information were examined by a questionnaire and multiple-choice questions, respectively, immediately and 1 month after the painting exercise. Results Students agreed that the exercise was advantageous and helped facilitate self-active learning after in-class anatomy lessons. While there was no significant difference in knowledge retention between the control and experimental groups, the students appreciated the exercise in which they applied body paint to the human body to learn anatomy. Conclusion The body painting was an efficient tool for aiding the interactive learning of medical students and increasing the understanding of gross anatomy.

Improving gross anatomy learning using reciprocal peer teaching.

Science.gov (United States)

Manyama, Mange; Stafford, Renae; Mazyala, Erick; Lukanima, Anthony; Magele, Ndulu; Kidenya, Benson R; Kimwaga, Emmanuel; Msuya, Sifael; Kauki, Julius

2016-03-22

The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to evaluate the traditional teaching method and reciprocal peer teaching (RPT) method during anatomy dissection. Debriefing surveys were administered to the 227 first year medical students regarding merits, demerits and impact of both RPT and Traditional teaching experiences on student's preparedness prior to dissection, professionalism and communication skills. Out of this, 159 (70 %) completed the survey on traditional method while 148 (65.2 %) completed survey on RPT method. An observation tool for anatomy faculty was used to assess collaboration, professionalism and teaching skills among students. Student's scores on examinations done before introduction of RPT were compared with examinations scores after introduction of RPT. Our results show that the mean performance of students on objective examinations was significantly higher after introduction of RPT compared to the performance before introduction of RPT [63.7 ± 11.4 versus 58.6 ± 10, mean difference 5.1; 95 % CI = 4.0-6.3; p-value peers and faculty compared to 38 % for the tradition method. The majority of faculty reported that the learning environment of the dissection groups was very active learning during RPT sessions and that professionalism was observed by most students during discussions. Introduction of RPT in our anatomy dissection laboratory was generally beneficial to both students and faculty. Both objective (student performance) and subjective data indicate that RPT improved student's performance and had a positive learning experience impact. Our future plan is to continue RPT practice and continually

Time-saving and fail-safe dissection method for vestibulocochlear organs in gross anatomy classes.

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Suzuki, Ryoji; Konno, Naoaki; Ishizawa, Akimitsu; Kanatsu, Yoshinori; Funakoshi, Kodai; Akashi, Hideo; Zhou, Ming; Abe, Hiroshi

2017-09-01

Because the vestibulocochlear organs are tiny and complex, and are covered by the petrous part of the temporal bone, they are very difficult for medical students to dissect and visualize during gross anatomy classes. Here, we report a time-saving and fail-safe procedure we have devised, using a hand-held hobby router. Nine en bloc temporal bone samples from donated human cadavers were used as trial materials for devising an appropriate procedure for dissecting the vestibulocochlear organs. A hand-held hobby router was used to cut through the temporal bone. After trials, the most time-saving and fail-safe method was selected. The performance of the selected method was assessed by a survey of 242 sides of 121 cadavers during gross anatomy classes for vestibulocochlear dissection. The assessment was based on the observation ratio. The best procedure appeared to be removal of the external acoustic meatus roof and tympanic cavity roof together with removal of the internal acoustic meatus roof. The whole procedure was completed within two dissection classes, each lasting 4.5 hr. The ratio of surveillance for the chorda tympani and three semicircular canals by students was significantly improved during 2013 through 2016. In our dissection class, "removal of the external acoustic meatus roof and tympanic cavity roof together with removal of the internal acoustic meatus roof" was the best procedure for students in the limited time available. Clin. Anat. 30:703-710, 2017. © 2017Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Student Outcomes Associated with Use of Asynchronous Online Discussion Forums in Gross Anatomy Teaching

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Green, Rodney A.; Hughes, Diane L.

2013-01-01

Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy-specific course. The forums are…

Gross anatomy of network security

Science.gov (United States)

Siu, Thomas J.

2002-01-01

Information security involves many branches of effort, including information assurance, host level security, physical security, and network security. Computer network security methods and implementations are given a top-down description to permit a medically focused audience to anchor this information to their daily practice. The depth of detail of network functionality and security measures, like that of the study of human anatomy, can be highly involved. Presented at the level of major gross anatomical systems, this paper will focus on network backbone implementation and perimeter defenses, then diagnostic tools, and finally the user practices (the human element). Physical security measures, though significant, have been defined as beyond the scope of this presentation.

Improved Medical Student Perception of Ultrasound Using a Paired Anatomy Teaching Assistant and Clinician Teaching Model

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Smith, Jacob P.; Kendall, John L.; Royer, Danielle F.

2018-01-01

This study describes a new teaching model for ultrasound (US) training, and evaluates its effect on medical student attitudes toward US. First year medical students participated in hands-on US during human gross anatomy (2014 N = 183; 2015 N = 182). The sessions were facilitated by clinicians alone in 2014, and by anatomy teaching assistant…

Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

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Jonathan J. Wisco

2015-01-01

Full Text Available A series of three annual surveys of David Geffen School of Medicine (DGSOM at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1 the basis for medical understanding, (2 part of the overall medical school experience, (3 a bridge to understanding pathology and physiology, and (4 the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

Correlation of computed tomography, sonography, and gross anatomy of the liver

International Nuclear Information System (INIS)

Sexton, C.F.; Zeman, R.K.

1983-01-01

Although the vascular and segmental anatomy of the liver is well defined in the sonographic and computed tomographic (CT) literature, the three-dimensional relations of hepatic structures remain conceptually complex. As an aid to understanding and teaching this anatomy, axially and sagitally sectioned gross liver specimens were correlated with appropriate sonographic and CT scans. Major hepatic landmarks and vascular structures are used to identify four distinct transverse planes and four sagittal planes

Improving gross anatomy learning using reciprocal peer teaching

OpenAIRE

Manyama, Mange; Stafford, Renae; Mazyala, Erick; Lukanima, Anthony; Magele, Ndulu; Kidenya, Benson R.; Kimwaga, Emmanuel; Msuya, Sifael; Kauki, Julius

2016-01-01

Background The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to evaluate the traditional teaching method and reciprocal peer teaching (RPT) method during anatomy dissec...

Lecture classes in human anatomy: the students' perceptions.

Science.gov (United States)

Kar, Maitreyee; Roy, Hironmoy; Ghosh, Anasuya; Tapadar, Arunabha; Chowdhury, Subhramoy; Mukherjee, Pranab; Jana, Tapan Kumar

2013-06-01

The human anatomy, or in brief, the body structure has fascinated man for ages. Due to the information explosion and the increase in specializations, this knowledge is available in a very sketchy manner in high school biology courses. The first comprehensive course on the human anatomy is taught to the first year medical students in medical colleges. This is in keeping with the regulations of the Medical Council of India. The anatomy lecture classes occupy a considerable time of the course, to provide the students with an effective knowledge of the gross anatomy, histology, embryology and the clinical anatomy. On the other hand, the students' feedback regarding the lecture methods and the teaching environment is crucial in judging the efficacy of the present curriculum. To obtain the students' feedback about the environment of the lecture classes, as regards the venue, the teaching and learning aids which are used, the lecture class schedule of the university (the number of classes per week, the durations of the lecture classes, etc.) and the existing departmental practices (display of the class routine in advance, synchronization between the lecture and the practical classes), so that their suggestions could help the faculty in planning the most effective teaching procedures. A semi structured questionnaire was supplied to the students to get their feedback. Most of the students found the air conditioned seminar room's environment to be more comfortable and they supported the existing durations of the lecture hours with the combined use of chalk and a board and overhead projectors (OHPs). The perceptions of the learners helped in modifying the departmental practice in the desired way.

Gross anatomy of superficial fascia and future localised fat deposit areas of the abdomen in foetus

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Pramod Kumar

2013-01-01

Full Text Available Background: The development and popularity of body contouring procedures such as liposuction and abdominoplasty has renewed interest in the anatomy of the superficial fascia and subcutaneous fat deposits of the abdomen. The study of anatomy of fascia and fetal adipose tissue was proposed as it may be of value in understanding the possible programing of prevention of obesity. Objectives: The present study was undertaken to understand the gross anatomy of superficial fascia of abdomen and to study the gross anatomy of future localized fat deposits (LFDs area of abdomen in fetus. Materials and Methods: Four fetus (two male & two female of four month of intrauterine life were dissected. Attachments & layers of superficial fascia and future subcutaneous fat deposit area of upper and lower abdomen were noted. Results: Superficial fascia of the abdomen was multi layered in mid line and number of layers reduced laterally as in adult. The future abdominal LFD (localized fat deposits area in fetus shows brownish-white blubbary tissue without well-defined adult fat lobules. Conclusion: The attachment and gross anatomy of superficial fascia of the fetus was similar to that in adults. The future LFD areas showed brownish white blubbary tissue with ill-defined fat lobules.

Anatomy and Humanity: Examining the Effects of a Short Documentary Film and First Anatomy Laboratory Experience on Medical Students

Science.gov (United States)

Dosani, Farah; Neuberger, Lindsay

2016-01-01

Medical students begin their education inside a laboratory dissecting cadavers to learn human gross anatomy. Many schools use the course experience as a way to instill empathy and some have begun integrating video and recorded interviews with body donors to humanize the experience, but their impact has yet to be measured. This study examines the…

Near-peer teaching in an anatomy course with a low faculty-to-student ratio.

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Durán, Claudia Elisa Pámanes; Bahena, Eduardo Navarro; Rodríguez, María de Los Ángeles García; Baca, Guillermo Jacobo; Uresti, Antonio Sánchez; Elizondo-Omaña, Rodrigo Enrique; López, Santos Guzmán

2012-01-01

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios. Copyright © 2012 American Association of Anatomists.

An Interactive Method for Teaching Anatomy of the Human Eye for Medical Students in Ophthalmology Clinical Rotations

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Kivell, Tracy L.; Doyle, Sara K.; Madden, Richard H.; Mitchell, Terry L.; Sims, Ershela L.

2009-01-01

Much research has shown the benefits of additional anatomical learning and dissection beyond the first year of medical school human gross anatomy, all the way through postgraduate medical training. We have developed an interactive method for teaching eye and orbit anatomy to medical students in their ophthalmology rotation at Duke University…

Gross anatomy and histology of the alimentary system of Characidae (Teleostei: Ostariophysi: Characiformes) and potential phylogenetic information

OpenAIRE

Alonso,Felipe; Mirande,Juan Marcos; Pandolfi,Matías

2015-01-01

A compared study of the morphology of the alimentary tract and liver of seven selected species corresponding to the main clades of the Characidae family is presented herein. Three new set of characters corresponding to 1) alimentary tract gross anatomy, 2) alimentary tract histology and 3) liver gross anatomy are evaluated as potential sources of data for future phylogenetic studies of the Characidae. Not considerable interspecific variation was observed at the histological level and therefor...

VARK Learning Preferences and Mobile Anatomy Software Application Use in Pre-Clinical Chiropractic Students

Science.gov (United States)

Meyer, Amanda J.; Stomski, Norman J.; Innes, Stanley I.; Armson, Anthony J.

2016-01-01

Ubiquitous smartphone ownership and reduced face-to-face teaching time may lead to students making greater use of mobile technologies in their learning. This is the first study to report on the prevalence of mobile gross anatomy software applications (apps) usage in pre-clinical chiropractic students and to ascertain if a relationship exists…

Learning of Cross-Sectional Anatomy Using Clay Models

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Oh, Chang-Seok; Kim, Ji-Young; Choe, Yeon Hyeon

2009-01-01

We incorporated clay modeling into gross anatomy and neuro-anatomy courses to help students understand cross-sectional anatomy. By making clay models, cutting them and comparing cut surfaces to CT and MR images, students learned how cross-sectional two-dimensional images were created from three-dimensional structure of human organs. Most students…

Medical Student Dissection of CadaversImproves Performance on Practical Exams, but not Dissection-Relevant Questions in the NBME Gross Anatomy and Embryology Final Exam

Directory of Open Access Journals (Sweden)

Leslie Sargent Jones

2001-03-01

Full Text Available We have examined whether cadaver dissection by first year medical students (MIs affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only, and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was learned from the partner-prosected cadavers. Performance for each student on the exams was then assessed as a function of the regions those students actually dissected. While the results indicated a small performance advantage for MIs answering questions on material they had dissected on the NBME Subject Exam questions relevant to dissection (78-88% of total exam, the results were not statistically significant. However, a similar, small performance advantage on the course practical exams was highly significant.

VARK learning preferences and mobile anatomy software application use in pre-clinical chiropractic students.

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Meyer, Amanda J; Stomski, Norman J; Innes, Stanley I; Armson, Anthony J

2016-05-06

Ubiquitous smartphone ownership and reduced face-to-face teaching time may lead to students making greater use of mobile technologies in their learning. This is the first study to report on the prevalence of mobile gross anatomy software applications (apps) usage in pre-clinical chiropractic students and to ascertain if a relationship exists between preferred learning styles as determined by the validated VARK(©) questionnaire and use of mobile anatomy apps. The majority of the students who completed the VARK questionnaire were multimodal learners with kinesthetic and visual preferences. Sixty-seven percent (73/109) of students owned one or more mobile anatomy apps which were used by 57 students. Most of these students owned one to five apps and spent less than 30 minutes per week using them. Six of the top eight mobile anatomy apps owned and recommended by the students were developed by 3D4Medical. Visual learning preferences were not associated with time spent using mobile anatomy apps (OR = 0.40, 95% CI 0.12-1.40). Similarly, kinesthetic learning preferences (OR = 1.88, 95% CI 0.18-20.2), quadmodal preferences (OR = 0.71, 95% CI 0.06-9.25), or gender (OR = 1.51, 95% CI 0.48-4.81) did not affect the time students' spent using mobile anatomy apps. Learning preferences do not appear to influence students' time spent using mobile anatomy apps. Anat Sci Educ 9: 247-254. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Incorporating Radiology into Medical Gross Anatomy: Does the Use of Cadaver CT Scans Improve Students' Academic Performance in Anatomy?

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Lufler, Rebecca S.; Zumwalt, Ann C.; Romney, Carla A.; Hoagland, Todd M.

2010-01-01

Radiological images show anatomical structures in multiple planes and may be effective for teaching anatomical spatial relationships, something that students often find difficult to master. This study tests the hypotheses that (1) the use of cadaveric computed tomography (CT) scans in the anatomy laboratory is positively associated with…

Use of knowledge-sharing web-based portal in gross and microscopic anatomy.

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Durosaro, Olayemi; Lachman, Nirusha; Pawlina, Wojciech

2008-12-01

Changes in worldwide healthcare delivery require review of current medical school curricula structure to develop learning outcomes that ensures mastery of knowledge and clinical competency. In the last 3 years, Mayo Medical School implemented outcomes-based curriculum to encompass new graduate outcomes. Standard courses were replaced by 6-week clinically-integrated didactic blocks separated by student-self selected academic enrichment activities. Gross and microscopic anatomy was integrated with radiology and genetics respectively. Laboratory components include virtual microscopy and anatomical dissection. Students assigned to teams utilise computer portals to share learning experiences. High-resolution computed tomographic (CT) scans of cadavers prior to dissection were made available for correlative learning between the cadaveric material and radiologic images. Students work in teams on assigned presentations that include histology, cell and molecular biology, genetics and genomic using the Nexus Portal, based on DrupalEd, to share their observations, reflections and dissection findings. New generation of medical students are clearly comfortable utilising web-based programmes that maximise their learning potential of conceptually difficult and labor intensive courses. Team-based learning approach emphasising the use of knowledge-sharing computer portals maximises opportunities for students to master their knowledge and improve cognitive skills to ensure clinical competency.

A new system to reduce formaldehyde levels improves safety conditions during gross veterinary anatomy learning.

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Nacher, Víctor; Llombart, Cristina; Carretero, Ana; Navarro, Marc; Ysern, Pere; Calero, Sebastián; Fígols, Enric; Ruberte, Jesús

2007-01-01

Dissection is a very useful method of learning veterinary anatomy. However, formaldehyde, which is widely used to preserve cadavers, is an irritant, and it has recently been classified as a carcinogen. In 1997, the Instituto Nacional de Seguridad e Higiene en el Trabajo [National Institute of Workplace Security and Hygiene] found that the levels of formaldehyde in our dissection room were above the threshold limit values. Unfortunately, no optimal substitute for formaldehyde is currently available. Therefore, we designed a new ventilation system that combines slow propulsion of fresh air from above the dissection table and rapid aspiration of polluted air from the perimeter. Formaldehyde measurements performed in 2004, after the introduction of this new system into our dissection laboratory, showed a dramatic reduction (about tenfold, or 0.03 ppm). A suitable propelling/aspirating air system successfully reduces the concentration of formaldehyde in the dissection room, significantly improving safety conditions for students, instructors, and technical staff during gross anatomy learning.

Production and use of plastinated anatomical specimens as teaching and learning tools in veterinary gross anatomy in the Caribbean

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Reda Mohamed

2018-03-01

Full Text Available Objective: Veterinary Anatomy is considered as the backbone subject in the veterinary medicine program. Formalized specimens were not very much accepted by the veterinary students due to their wetness, bad smell and potential harmful effects. Plastination has evolved as a new technique for prolonged preservation of specimens by replacing the water and fat by a curable plastic polymer. Material and methods: The process of plastination involved fixation, dehydration, impregnation and curing. The plastinated specimens were used for teaching and learning of veterinary gross anatomy courses for veterinary students. Results: Plastinated specimens were appreciated by the staff and students as they were odorless, non-toxic and durable, needed less space for storage and they were used in teaching the veterinary anatomy courses. Plastinated specimens were used for studying not only in the dissection hall but also in the lecture room, both individually and in groups. Conclusion: The plastinated specimens were excellent for demonstration but they could not completely replace the traditional dissection because students learn best by exploratory and hands-on dissection. Moreover, the wet specimens provided a more accurate visual representation of the body parts and skills to aid in dealing with actual clinical cases in the future. Therefore, the plastinated and wet specimens were used simultaneously depending on the topic being taught at the time. [J Adv Vet Anim Res 2018; 5(1.000: 44-52

Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning.

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Murphy, Kevin P; Crush, Lee; O'Malley, Eoin; Daly, Fergus E; O'Tuathaigh, Colm M P; O'Connor, Owen J; Cryan, John F; Maher, Michael M

2014-10-01

To examine the impact that anatomy-focused radiology teaching has on non-examined knowledge regarding radiation safety and radiology as a specialty. First-year undergraduate medical students completed surveys prior to and after undertaking the first-year anatomy programme that incorporates radiological anatomy. Students were asked opinions on preferred learning methodology and tested on understanding of radiology as a specialty and radiation safety. Pre-module and post-module response rates were 93 % (157/168) and 85 % (136/160), respectively. Pre-module and post-module, self-directed learning (SDL) ranked eighth (of 11) for preferred gross-anatomy teaching formats. Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module. Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module. SDL is not favoured as an anatomy teaching method. Exposure of students to a radiological anatomy module delivered by senior clinical radiologists improved basic knowledge regarding ionising radiation use, but there was no improvement in knowledge regarding radiation exposure relative per modality. A possible explanation is that students recall knowledge imparted in didactic lectures but do little reading around the subject when the content is not examined. • Self-directed learning is not favoured as a gross anatomy teaching format amongst medical students. • An imaging anatomy-focused module improved basic knowledge regarding ionising radiation use. • Detailed knowledge of modality-specific radiation exposure remained suboptimal post-module. • Knowledge of roles within a clinical radiology department showed little change post-module.

The importance of spatial ability and mental models in learning anatomy

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Chatterjee, Allison K.

As a foundational course in medical education, gross anatomy serves to orient medical and veterinary students to the complex three-dimensional nature of the structures within the body. Understanding such spatial relationships is both fundamental and crucial for achievement in gross anatomy courses, and is essential for success as a practicing professional. Many things contribute to learning spatial relationships; this project focuses on a few key elements: (1) the type of multimedia resources, particularly computer-aided instructional (CAI) resources, medical students used to study and learn; (2) the influence of spatial ability on medical and veterinary students' gross anatomy grades and their mental models; and (3) how medical and veterinary students think about anatomy and describe the features of their mental models to represent what they know about anatomical structures. The use of computer-aided instruction (CAI) by gross anatomy students at Indiana University School of Medicine (IUSM) was assessed through a questionnaire distributed to the regional centers of the IUSM. Students reported using internet browsing, PowerPoint presentation software, and email on a daily bases to study gross anatomy. This study reveals that first-year medical students at the IUSM make limited use of CAI to study gross anatomy. Such studies emphasize the importance of examining students' use of CAI to study gross anatomy prior to development and integration of electronic media into the curriculum and they may be important in future decisions regarding the development of alternative learning resources. In order to determine how students think about anatomical relationships and describe the features of their mental models, personal interviews were conducted with select students based on students' ROT scores. Five typologies of the characteristics of students' mental models were identified and described: spatial thinking, kinesthetic approach, identification of anatomical structures

Evaluation of the marsh deer stifle joint by imaging studies and gross anatomy.

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Shigue, D A; Rahal, S C; Schimming, B C; Santos, R R; Vulcano, L C; Linardi, J L; Teixeira, C R

2015-12-01

This study aimed to evaluate the stifle joint of marsh deer using imaging studies and in comparison with gross anatomy. Ten hindlimbs from 5 marsh deer (Blastocerus dichotomus) were used. Radiography, computed tomography (CT) and magnetic resonance imaging (MRI) were performed in each stifle joint. Two hindlimbs were dissected to describe stifle gross anatomy. The other limbs were sectioned in sagittal, dorsal or transverse planes. In the craniocaudal radiographic view, the lateral femoral condyle was broader than the medial femoral condyle. The femoral trochlea was asymmetrical. Subsequent multiplanar reconstruction revealed in the cranial view that the external surface of the patella was roughened, the medial trochlea ridge was larger than the lateral one, and the extensor fossa at the lateral condyle was next to the lateral ridge. The popliteal fossa was better visualized via the lateral view. Sagittal MRI images identified lateral and medial menisci, caudolateral and craniomedial bundles of cranial cruciate ligament, caudal cruciate ligament, patellar ligament and common extensor tendon. In conclusion, the marsh deer stifle presents some anatomical characteristics of the ovine stifle joint. © 2014 Blackwell Verlag GmbH.

Improved dissection efficiency in the human gross anatomy laboratory by the integration of computers and modern technology.

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Reeves, Rustin E; Aschenbrenner, John E; Wordinger, Robert J; Roque, Rouel S; Sheedlo, Harold J

2004-05-01

The need to increase the efficiency of dissection in the gross anatomy laboratory has been the driving force behind the technologic changes we have recently implemented. With the introduction of an integrated systems-based medical curriculum and a reduction in laboratory teaching hours, anatomy faculty at the University of North Texas Health Science Center (UNTHSC) developed a computer-based dissection manual to adjust to these curricular changes and time constraints. At each cadaver workstation, Apple iMac computers were added and a new dissection manual, running in a browser-based format, was installed. Within the text of the manual, anatomical structures required for dissection were linked to digital images from prosected materials; in addition, for each body system, the dissection manual included images from cross sections, radiographs, CT scans, and histology. Although we have placed a high priority on computerization of the anatomy laboratory, we remain strong advocates of the importance of cadaver dissection. It is our belief that the utilization of computers for dissection is a natural evolution of technology and fosters creative teaching strategies adapted for anatomy laboratories in the 21st century. Our strategy has significantly enhanced the independence and proficiency of our students, the efficiency of their dissection time, and the quality of laboratory instruction by the faculty. Copyright 2004 Wiley-Liss, Inc.

An anatomy precourse enhances student learning in veterinary anatomy.

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McNulty, Margaret A; Stevens-Sparks, Cathryn; Taboada, Joseph; Daniel, Annie; Lazarus, Michelle D

2016-07-08

Veterinary anatomy is often a source of trepidation for many students. Currently professional veterinary programs, similar to medical curricula, within the United States have no admission requirements for anatomy as a prerequisite course. The purpose of the current study was to evaluate the impact of a week-long precourse in veterinary anatomy on both objective student performance and subjective student perceptions of the precourse educational methods. Incoming first year veterinary students in the Louisiana State University School of Veterinary Medicine professional curriculum were asked to participate in a free precourse before the start of the semester, covering the musculoskeletal structures of the canine thoracic limb. Students learned the material either via dissection only, instructor-led demonstrations only, or a combination of both techniques. Outcome measures included student performance on examinations throughout the first anatomy course of the professional curriculum as compared with those who did not participate in the precourse. This study found that those who participated in the precourse did significantly better on examinations within the professional anatomy course compared with those who did not participate. Notably, this significant improvement was also identified on the examination where both groups were exposed to the material for the first time together, indicating that exposure to a small portion of veterinary anatomy can impact learning of anatomical structures beyond the immediate scope of the material previously learned. Subjective data evaluation indicated that the precourse was well received and students preferred guided learning via demonstrations in addition to dissection as opposed to either method alone. Anat Sci Educ 9: 344-356. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

The relationship between student engagement with online content and achievement in a blended learning anatomy course.

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Green, Rodney A; Whitburn, Laura Y; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L

2017-12-13

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Computer-Assisted Learning in Anatomy at the International Medical School in Debrecen, Hungary: A Preliminary Report

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Kish, Gary; Cook, Samuel A.; Kis, Greta

2013-01-01

The University of Debrecen's Faculty of Medicine has an international, multilingual student population with anatomy courses taught in English to all but Hungarian students. An elective computer-assisted gross anatomy course, the Computer Human Anatomy (CHA), has been taught in English at the Anatomy Department since 2008. This course focuses on an…

Perceptions among Occupational and Physical Therapy Students of a Nontraditional Methodology for Teaching Laboratory Gross Anatomy

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Thomas, K. Jackson; Denham, Bryan E.; Dinolfo, John D.

2011-01-01

This pilot study was designed to assess the perceptions of physical therapy (PT) and occupational therapy (OT) students regarding the use of computer-assisted pedagogy and prosection-oriented communications in the laboratory component of a human anatomy course at a comprehensive health sciences university in the southeastern United States. The…

Teaching Anatomy in the XXI Century: New Aspects and Pitfalls

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Veronica Papa

2013-01-01

Full Text Available Anatomy has historically been a cornerstone in medical education regardless of nation, racial background, or medical school system. By learning gross anatomy, medical students get a first “impression” about the structure of the human body which is the basis for understanding pathologic and clinical problems. Although the importance of teaching anatomy to both undergraduate and postgraduate students remains undisputed, there is currently a relevant debate concerning methods of anatomy teaching. In the past century, dissection and lectures were its sole pedagogy worldwide. Recently, the time allocated for anatomy teaching was dramatically reduced to such an extent that some suggest that it has fallen below an adequate standard. Traditional anatomy education based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic models or computer-assisted learning, and curricula integration. “Does the anatomical theatre still have a place in medical education?” And “what is the problem with anatomic specimens?” We endeavor to answer both of these questions and to contribute to the debate on the current situation in undergraduate and graduate anatomy education.

Attitudes and views of medical students toward anatomy learnt in the preclinical phase at King Khalid University

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Mohammed A Kemeir

2012-01-01

Full Text Available Objective: The objective of the present study was to determine the views and attitude of clinical medical students toward gross anatomy courses taught to them in preclinical years and their relevance to their medical practice. Materials and Methods: A structured questionnaire of 16 items was distributed to 146 clinical students. The study group included both genders (104 males and 42 females. A total of 121 students (83% responded to the questionnaire. Results: The responses obtained in relation to the clarity of the anatomy course outline its impact on their ability to think and solve problems, develop their skills as members of a team, and its relevance to their clinical practice and their ability to engage in common clinical practices were negative. Conclusion : There is an urgent need to redesign the anatomy curriculum in King Khalid University in order to enable the graduates to deliver adequate health care to the community.

Evaluation of Small-Group Teaching in Human Gross Anatomy in a Caribbean Medical School

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Chan, Lap Ki; Ganguly, Pallab K.

2008-01-01

Although there are a number of medical schools in the Caribbean islands, very few reports have come out so far in the literature regarding the efficacy of small-group teaching in them. The introduction of small-group teaching in the gross anatomy laboratory one and a half years ago at St. Matthew's University (SMU) on Grand Cayman appears to have…

"Applying anatomy to something I care about": Authentic inquiry learning and student experiences of an inquiry project.

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Anstey, Lauren M

2017-11-01

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry-based approach to learning human gross anatomy. Utilizing a case-study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group-based investigation. Results were further considered in context of theoretical frameworks of inquiry-based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538-548. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Living AnatoME: Teaching and Learning Musculoskeletal Anatomy through Yoga and Pilates

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McCulloch, Carrie; Marango, Stephanie Pieczenik; Friedman, Erica S.; Laitman, Jeffrey T.

2010-01-01

Living AnatoME, a program designed in 2004 by two medical students in conjunction with the Director of Anatomy, teaches musculoskeletal anatomy through yoga and Pilates. Previously offered as an adjunct to the Gross Anatomy course in 2007, Living AnatoME became an official part of the curriculum. Previous research conducted on the program…

Degeneration of the long biceps tendon: comparison of MRI with gross anatomy and histology.

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Buck, Florian M; Grehn, Holger; Hilbe, Monika; Pfirrmann, Christian W A; Manzanell, Silvana; Hodler, Jürg

2009-11-01

The objective of our study was to relate alterations in biceps tendon diameter and signal on MR images to gross anatomy and histology. T1-weighted, T2-weighted fat-saturated, and proton density-weighted fat-saturated spin-echo sequences were acquired in 15 cadaveric shoulders. Biceps tendon diameter (normal, flattened, thickened, and partially or completely torn) and signal intensity (compared with bone, fat, muscle, and joint fluid) were graded by two readers independently and in a blinded fashion. The distance of tendon abnormalities from the attachment at the glenoid were noted in millimeters. MRI findings were related to gross anatomic and histologic findings. On the basis of gross anatomy, there were six normal, five flattened, two thickened, and two partially torn tendons. Reader 1 graded nine diameter changes correctly, missed two, and incorrectly graded four. The corresponding values for reader 2 were seven, one, and five, respectively, with kappa = 0.75. Histology showed mucoid degeneration (n = 13), lipoid degeneration (n = 7), and fatty infiltration (n = 6). At least one type of abnormality was found in each single tendon. Mucoid degeneration was hyperintense compared with fatty infiltration on T2-weighted fat-saturated images and hyperintense compared with magic-angle artifacts on proton density-weighted fat-saturated images. MRI-based localization of degeneration agreed well with histologic findings. Diameter changes are specific but not sensitive in diagnosing tendinopathy of the biceps tendon. Increased tendon signal is most typical for mucoid degeneration but should be used with care as a sign of tendon degeneration.

An Integrated Teaching Method of Gross Anatomy and Computed Tomography Radiology

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Murakami, Tohru; Tajika, Yuki; Ueno, Hitoshi; Awata, Sachiko; Hirasawa, Satoshi; Sugimoto, Maki; Kominato, Yoshihiko; Tsushima, Yoshito; Endo, Keigo; Yorifuji, Hiroshi

2014-01-01

It is essential for medical students to learn and comprehend human anatomy in three dimensions (3D). With this in mind, a new system was designed in order to integrate anatomical dissections with diagnostic computed tomography (CT) radiology. Cadavers were scanned by CT scanners, and students then consulted the postmortem CT images during cadaver…

Gross and Morphometric Anatomy of the Male Reproductive System of Bats (Eidolon helvum

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A. Danmaigoro

2014-01-01

Full Text Available The present study aimed at examining the gross and morphometry of the reproductive tract of the male bats (Eidolon helvum. Thirty male bats (adults n=17 and juveniles n=13 were captured using net, weighed, aged using relative ossification of the wing bone, and dissected for gross examination. Morphologically, the mean body weight and forearm length in both adults and juveniles were 235.31±6.30 g, 12.14±0.19 cm and 69.54±7.68 g, 7.77±0.29 cm, respectively. The testicles were completely descended in adults with the penis projected cranially. The epididymides were found at the median border of the testis and continues as vas deferens. No significant differences (P>0.05 were observed between right and left testicular weights in both adults and juveniles and also in lengths of different parts of the reproductive segments in both age groups assessed, respectively. This work has documented the gross anatomy of the male reproductive tract in bats. Ultrastructure and histochemistry are recommended for further insight into the reproductive biology.

COMPARISON OF THE TRADITIONAL CHALK AND BOARD LECTURE SYSTEM VERSUS POWER POINT PRESENTATION AS A TEACHING TECHNIQUE FOR TEACHING GROSS ANATOMY TO THE FIRST PROFESSIONAL MEDICAL STUDENTS

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Nusrat; Abdul

2015-01-01

Traditionally and conventionally, gross anatomy is taught by lectures and cadaveric dissection and the lectures are taken with chalk and board (C&B) or chalk and talk method in, India. But there is always a debate over the most effective method of lecture delivery. AIM : The aim of this study was to compare the role and effecti...

Anatomy learning styles and strategies among Jordanian and Malaysian medical students: the impact of culture on learning anatomy.

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Mustafa, Ayman G; Allouh, Mohammed Z; Mustafa, Intisar G; Hoja, Ibrahim M

2013-07-01

The study aims to investigate anatomy learning styles and strategies of Jordanian and Malaysian medical students at the Jordan University of Science and Technology. The study is a cross-sectional questionnaire-based study. Students' responses for the questionnaire were numerically coded, and the results were analyzed to reveal statistically significant differences between Jordanian and Malaysian students. The results showed that Jordanian medical students were less interested in using cadavers in learning anatomy than Malaysian medical students. However, similar to their Malaysian counterparts, they prefer to employ other tools to learn anatomy like plastinated models and Internet-based resources. In addition to the aforementioned tools, Malaysian students were more interested in using cross-sectional images and making their own revision cards. Both Jordanian and Malaysian medical students were more interested in learning anatomy through clinical cases, and by system rather than by region. Moreover, it was revealed that Jordanian medical students learn anatomy more efficiently when they formulate a general view of a particular topic. Both Jordanian and Malaysian medical students also relied on reciting definitions and memorizing facts to learn anatomy. The study also reported significant differences between Jordanian and Malaysian students' perspectives on learning anatomy. The findings of the study suggest that Jordanian and Malaysian medical students posses different cultures of learning. Jordanian anatomy instructors need to consider these different learning cultures when they prepare their instructional methods and teaching materials to fulfill the educational needs of their culturally diverse students.

Does simulation-based training facilitate the integration of human anatomy with surgery? A report of a novel Surgical Anatomy Course.

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Torres, K; Denisow-Pietrzyk, M; Pietrzyk, Ł; Maciejewski, R; Torres, A

2018-01-01

Knowledge of gross anatomy, as a basic core subject, is fundamental for medical students and essential to medical practitioners, particularly for those intending a surgical career. However, both medical students and clinical teachers have found a significant gap in teaching basic sciences and the transition into clinical skills. The authors present a Surgical Anatomy Course developed to teach the anatomical basis of surgical procedures with particular emphasis on laparo-scopic skills while incorporating medical simulation. An evaluation of the students' satisfaction of the Surgical Anatomy Course was completed using a mix of multiple choice and open-ended questions, and a six-point Likert Scale. Questions were asked about the students' perceived improvement in surgical and laparoscopic skills. Manual skills were assessed using a laparoscopic simulator. Both evaluation of the course structure and the general impression of the course were positive. Most students believed the course should be an integral part of a modern curriculum. The course supported the traditional surgical classes and improved anatomical knowledge and strengthened students' confidentiality and facilitated understanding and taking surgical rotations. A medical course combining the practical learning of anatomy and surgical-based approaches will bring out the best from the students. Medical students positively evaluated the Surgical Anatomy Course as useful and benefi-cial regarding understanding anatomical structure and relationship necessary for further surgical education. (Folia Morphol 2018; 77, 2: 279-285).

MRI and gross anatomy of the iliopsoas tendon complex

International Nuclear Information System (INIS)

Polster, Joshua M.; Lee, Ho; Klika, Alison; Barsoum, Wael; Drake, Richard; Elgabaly, Mohamed

2008-01-01

The objective was to explain the anatomic basis of a longitudinal cleft of increased signal in the iliopsoas tendon seen on hip MR arthrograms. A prospective review of 20 MR hip arthrograms was performed using standard and fat-suppressed T1-weighted images to establish whether or not the cleft was composed of fatty tissue and to define the anatomy of the iliopsoas tendon complex. Three cadaver dissections of the hip region were then performed for anatomic correlation. Fourteen out of 20 MR hip arthrograms demonstrated a longitudinal cleft of increased T1 signal adjacent to the iliopsoas tendon, which suppressed on frequency selective fat-suppressed images, indicating fatty composition. Gross anatomic correlation demonstrated this fatty cleft to represent a fascial plane adjacent to the iliopsoas tendon, in one case separating the iliopsoas tendon medially from a thin intramuscular tendon within the lateral portion of the iliacus muscle. Also noted was a direct muscular insertion of the lateral portion of the iliacus muscle onto the anterior portion of the proximal femoral diaphysis in all 3 cadavers. The anatomy of the iliopsoas tendon complex is more complicated than typically illustrated and includes the iliopsoas tendon itself attaching to the lesser trochanter, the lateral portion of the iliacus muscle attaching directly upon the anterior portion of the proximal femoral diaphysis, and a thin intramuscular tendon within this lateral iliacus muscle that is separated from the iliopsoas tendon by a cleft of fatty fascia that accounts for the MRI findings of a cleft of increased T1 signal. (orig.)

Anatomy of Teaching Anatomy: Do Prosected Cross Sections Improve Students Understanding of Spatial and Radiological Anatomy?

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L. B. Samarakoon

2016-01-01

Full Text Available Introduction. Cadaveric dissections and prosections have traditionally been part of undergraduate medical teaching. Materials and Methods. Hundred and fifty-nine first-year students in the Faculty of Medicine, University of Colombo, were invited to participate in the above study. Students were randomly allocated to two age and gender matched groups. Both groups were exposed to identical series of lectures regarding anatomy of the abdomen and conventional cadaveric prosections of the abdomen. The test group (n=77, 48.4% was also exposed to cadaveric cross-sectional slices of the abdomen to which the control group (n=82, 51.6% was blinded. At the end of the teaching session both groups were assessed by using their performance in a timed multiple choice question paper as well as ability to identify structures in abdominal CT films. Results. Scores for spatial and radiological anatomy were significantly higher among the test group when compared with the control group (P<0.05, CI 95%. Majority of the students in both control and test groups agreed that cadaveric cross section may be useful for them to understand spatial and radiological anatomy. Conclusion. Introduction of cadaveric cross-sectional prosections may help students to understand spatial and radiological anatomy better.

[Formaldehyde-reducing efficiency of a newly developed dissection-table-connected local ventilation system in the gross anatomy laboratory room].

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Shinoda, Koh; Oba, Jun

2010-03-01

In compliance with health and safety management guidelines against harmful formaldehyde (FA) levels in the gross anatomy laboratory, we newly developed a dissection-table-connected local ventilation system in 2006. The system was composed of (1) a simple plenum-chambered dissection table with low-cost filters, (2) a transparent vinyl flexible duct for easy mounting and removal, which connects the table and the exhaust pipe laid above the ceiling, and (3) an intake creating a downward-flow of air, which was installed on the ceiling just above each table. The dissection table was also designed as a separate-component system, of which the upper plate and marginal suction inlets can be taken apart for cleaning after dissection, and equipped with opening/closing side-windows for picking up materials dropped during dissection and a container underneath the table to receive exudate from the cadaver through a waste-fluid pipe. The local ventilation system dramatically reduced FA levels to 0.01-0.03 ppm in the gross anatomy laboratory room, resulting in no discomforting FA smell and irritating sensation while preserving the student's view of room and line of flow as well as solving the problems of high maintenance cost, sanitation issues inside the table, and working-inconvenience during dissection practice. Switching ventilation methods or power-modes, the current local ventilation system was demonstrated to be more than ten times efficient in FA reduction compared to the whole-room ventilation system and suggested that 11 m3/min/table in exhaust volume should decrease FA levels in both A- and B-measurements to less than 0.1 ppm in 1000 m3 space containing thirty-one 3.5%-FA-fixed cadavers.

Simulating the multi-disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound-anchored interprofessional session.

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Luetmer, Marianne T; Cloud, Beth A; Youdas, James W; Pawlina, Wojciech; Lachman, Nirusha

2018-01-01

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first-year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5-6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case-based multiple choice post-test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed-rank test. Students scored higher on the collaborative post-test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ 11: 94-99. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Retention of anatomy knowledge by student radiographers

International Nuclear Information System (INIS)

Hall, A. Susanne; Durward, Brian R.

2009-01-01

Introduction: Anatomy has long been regarded as an integral part of the core curriculum. However, anecdotal evidence suggests that long-term retention of anatomy knowledge may be deficient. This study aims to evidence whether student radiographers demonstrate the same level of knowledge of anatomy after a period of time has elapsed and to correlate to approaches to learning and studying. Methodology: A repeated measures design was utilised to measure retention of anatomy knowledge for both MCQs and short-response answers to a Practical Radiographic Anatomy Examination; alpha value p < 0.05. Fifty-one students from levels 2 and 3 were retested after a time lapse of 10 and 22 months respectively. The students were not aware that their knowledge was being retested. Approaches to learning and studying were measured using the ASSIST inventory. Results: Statistical analysis found no difference in performance on MCQ assessment, in either the combined sample or levels 2 and 3 separately, from baseline to retention occasions; average retention rate being 99%. However, a statistical difference in performance on PRAE assessment was found, with level 2 experiencing a larger reduction in scores; retention rate of 67% compared to level 3 at 77%. The students perceived themselves to be principally strategic in their approach to learning and studying but no strong relationships were found when correlated to test scores. Conclusion: The student radiographers in this study demonstrated varied anatomy retention rates dependent on assessment method employed and time interval that had elapsed. It is recommended that diverse teaching and assessment strategies are adopted to encourage a deeper approach to learning and studying.

Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

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Viana, Ricardo Borges; Campos, Mário Hebling; Santos, Douglas de Assis Teles; Xavier, Isabela Cristina Maioni; Vancini, Rodrigo Luiz; Andrade, Marília Santos; de Lira, Claudio Andre Barbosa

2018-04-16

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. �

Gross Anatomy of Pampas Deer (Ozotoceros bezoarticus, Linnaeus 1758) Mouth and Pharynx.

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Pérez, W; Vazquez, N; Ungerfeld, R

2017-04-01

The aims of this study were to describe the anatomy of the mouth and pharynx of the pampas deer, and to consider its evolutionary feeding niche according to those characteristics. Gross dissections of the mouth and pharynx were performed in 15 animals, 10 adult females and five young animals under 1 year (three males and two females), all dead by causes unrelated to this anatomical region. The upper lip entered in the constitution of a pigmented nasolabial plane. The masseter muscles weighed 43.8 ± 3.5 g and represented 0.23% of body weight, which corresponds to ruminants of feeders intermediate to grazers and browsers. Parotid glands represented 0.08% of the body weight, characteristic that also categorize the pampas deer as belonging to the intermediate feeding group. The dental formula was the same of the domestic ruminants. The upper incisors and canines were absent, and instead of them, there was a dental pad (Pulvinus dentalis). The upper canine teeth were present only in the deciduous dentition. The existence of a brachydont dentition turns Ozotoceros very vulnerable to continuous use as there is no compensatory teeth growth. The particular anatomy of the mouth and lips of this animal was adapted to a very selective feeding, taking highly nutritious sprouts beyond plant category. In conclusion and in addition to previous studies of anatomy of the digestive organs in this species, pampas deer may be categorized as belonging to the intermediate type of feeding. © 2016 Blackwell Verlag GmbH.

Two-Year Community: Human Anatomy Software Use in Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

Science.gov (United States)

Kuyatt, Brian L.; Baker, Jason D.

2014-01-01

This study evaluates the effectiveness of human anatomy software in face-to-face and online anatomy laboratory classes. Cognitive, affective, and psychomotor perceived learning was measured for students using Pearson Education's Practice Anatomy Laboratory 2.0 software. This study determined that student-perceived learning was significantly…

Problem-based learning in regional anatomy education at Peking University.

Science.gov (United States)

Wang, Jun; Zhang, Weiguang; Qin, Lihua; Zhao, Jing; Zhang, Shuyong; Gu, Jin; Zhou, Changman

2010-01-01

Problem-based learning (PBL) has been introduced to medical schools around the world and has increasingly become a popular pedagogical technique in Asian countries since 1990. Gross anatomy is a fundamental basic science course in virtually all medical training programs, and the methods used to teach it are under frequent scrutiny and revision. Students often struggle with the vast collection of new terms and complex relationships between structures that they must learn. To help students with this process, our department teaches separate systemic and regional anatomy courses, the latter in a PBL format. After three years of using PBL in our regional anatomy course, we have worked out a set of effective instructions that we would like to share with other medical schools. We report here evidence that our clinical PBL approach stimulates students' interest in learning and enhances anatomy education in a way that can foster better practices in our future medical work force. (c) 2010 American Association of Anatomists.

Restructuring a basic science course for core competencies: an example from anatomy teaching.

Science.gov (United States)

Gregory, Jeremy K; Lachman, Nirusha; Camp, Christopher L; Chen, Laura P; Pawlina, Wojciech

2009-09-01

Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.

Human anatomy: let the students tell us how to teach.

Science.gov (United States)

Davis, Christopher R; Bates, Anthony S; Ellis, Harold; Roberts, Alice M

2014-01-01

Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e-learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and contemporary teaching methods and tools are largely unknown. This study quantified medical student and anatomy faculty opinion on various aspects of anatomical teaching at the Department of Anatomy, University of Bristol, UK. A questionnaire was used to explore the perceived effectiveness of different anatomical teaching methods and tools among anatomy faculty (AF) and medical students in year one (Y1) and year two (Y2). A total of 370 preclinical medical students entered the study (76% response rate). Responses were quantified and intergroup comparisons were made. All students and AF were strongly in favor of access to cadaveric specimens and supported traditional methods of small-group teaching with medically qualified demonstrators. Other teaching methods, including e-learning, anatomical models and surgical videos, were considered useful educational tools. In several areas there was disharmony between the opinions of AF and medical students. This study emphasizes the importance of collecting student preferences to optimize teaching methods used in the undergraduate anatomy curriculum. © 2013 American Association of Anatomists.

Gross anatomy and ultrasonographic images of the reproductive system of the Malayan tapir (Tapirus indicus).

Science.gov (United States)

Lilia, K; Rosnina, Y; Abd Wahid, H; Zahari, Z Z; Abraham, M

2010-12-01

The Malayan tapir (Tapirus indicus) is the largest among the four tapir species and is listed as an endangered species. Ultrasound examination and description of the external anatomy of the female reproductive system of three adult females were performed, whereas the internal anatomy was investigated in necropsied samples of four adult females and one subadult female. Descriptions of the male external genitalia were conducted on one adult male. Gross examination revealed the presence of a bicornuate uterus. The uterine cervix is firm and muscular with projections towards its lumen, which is also evident on ultrasonography. The elongated and relatively small ovaries, which have a smooth surface, could not be imaged on ultrasonography, due to their anatomical position. The testes are located inside a slightly pendulous scrotum that is sparsely covered with soft, short hairs. The penis has one dorsal and two lateral penile projections just proximal to the glans penis. © 2010 Blackwell Verlag GmbH.

Effectiveness of a radiology-anatomy instructional module in a clinical course on oral radiology

International Nuclear Information System (INIS)

Imanaka, Masahiro; Tamaki, Yoh; Nomura, Yoshiaki

2007-01-01

An insufficient knowledge of anatomy often complicates the interpretation of radiological findings by students learning clinical medicine. During a 3-week clinical course in oral radiology, students attended lectures on anatomy for half of each day. Our objectives were to evaluate this program and determine why some students remained unmotivated to learn anatomy. Surveys were carried out using two questionnaires, one for evaluating the students' beliefs regarding the necessity of knowing anatomy and their understanding of radiology and anatomy, and the other for determining the value of the educational program. In total, 126 questionnaires were analyzed. Structural equation modeling and decision analysis were used to analyze the data obtained. Beliefs regarding the necessity of knowing anatomy were explained by three variables: the necessity of knowing imaging anatomy, the necessity of knowing gross anatomy, and understanding of anatomy. Awareness of the necessity of knowing anatomy and understanding of graphical images were not strongly correlated. The educational program was characterized by two factors: 'value' and 'appropriateness' These were strongly correlated. Student interest in the content of the course was found to be the most important factor in student evaluations of the educational program. Students who answered 'agree', 'disagree' or 'strongly disagree' to three items, interested in the content of the course', 'obtained knowledge through the course' and 'expected the course to be useful in the near future were likely to have insufficient understanding of and awareness of the necessity of radiology and anatomy. The inclusion of lectures on anatomy is beneficial for improving student understanding of oral radiology. Student interest in the content is important in evaluations of radiology-anatomy programs. (author)

Deep dissection: motivating students beyond rote learning in veterinary anatomy.

Science.gov (United States)

Cake, Martin A

2006-01-01

The profusion of descriptive, factual information in veterinary anatomy inevitably creates pressure on students to employ surface learning approaches and "rote learning." This phenomenon may contribute to negative perceptions of the relevance of anatomy as a discipline. Thus, encouraging deep learning outcomes will not only lead to greater satisfaction for both instructors and learners but may have the added effect of raising the profile of and respect for the discipline. Consideration of the literature reveals the broad scope of interventions required to motivate students to go beyond rote learning. While many of these are common to all disciplines (e.g., promoting active learning, making higher-order goals explicit, reducing content in favor of concepts, aligning assessment with outcomes), other factors are peculiar to anatomy, such as the benefits of incorporating clinical tidbits, "living anatomy," the anatomy museum, and dissection classes into a "learning context" that fosters deep approaches. Surprisingly, the 10 interventions discussed focus more on factors contributing to student perceptions of the course than on drastic changes to the anatomy course itself. This is because many traditional anatomy practices, such as dissection and museum-based classes, are eminently compatible with active, student-centered learning strategies and the adoption of deep learning approaches by veterinary students. Thus the key to encouraging, for example, dissection for deep learning ("deep dissection") lies more in student motivation, personal engagement, curriculum structure, and "learning context" than in the nature of the learning activity itself.

Learning anatomy through Thiel- vs. formalin-embalmed cadavers: Student perceptions of embalming methods and effect on functional anatomy knowledge.

Science.gov (United States)

Kennel, Larissa; Martin, David M A; Shaw, Hannah; Wilkinson, Tracey

2018-03-01

Thiel-embalmed cadavers, which have been adopted for use in anatomy teaching in relatively few universities, show greater flexibility and color retention compared to formalin-embalmed cadavers, properties which might be considered advantageous for anatomy teaching. This study aimed to investigate student attitudes toward the dissection experience with Thiel- compared to formalin/ethanol-embalmed cadavers. It also aimed to determine if one embalming method is more advantageous in terms of learning functional anatomy through the comparison of student anterior forearm functional anatomy knowledge. Student opinions and functional anatomy knowledge were obtained through use of a questionnaire from students at two medical schools, one using Thiel-, and one using more traditional formalin/ethanol-embalmed cadavers. Both the Thiel group and the formalin group of students were surveyed shortly after completing an anterior forearm dissection session. Significant differences (P-values <0.01) in some attitudes were found toward the dissection experience between cohorts using Thiel- vs. formalin-embalmed cadavers. The Thiel group of students felt more confident about recognizing anatomy in the living individual, found it easier to identify and dissect anatomical structures, and indicated more active exploration of functional anatomy due to the retained flexibility of the cadaver. However, on testing, no significant difference in functional anatomy knowledge was found between the two cohorts. Overall, although Thiel embalming may provide an advantageous learning experience in some investigated areas, more research needs to be carried out, especially to establish whether student perception is based on reality, at least in terms of structure identification. Anat Sci Educ 11: 166-174. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Using generalizability analysis to estimate parameters for anatomy assessments: A multi-institutional study.

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Byram, Jessica N; Seifert, Mark F; Brooks, William S; Fraser-Cotlin, Laura; Thorp, Laura E; Williams, James M; Wilson, Adam B

2017-03-01

With integrated curricula and multidisciplinary assessments becoming more prevalent in medical education, there is a continued need for educational research to explore the advantages, consequences, and challenges of integration practices. This retrospective analysis investigated the number of items needed to reliably assess anatomical knowledge in the context of gross anatomy and histology. A generalizability analysis was conducted on gross anatomy and histology written and practical examination items that were administered in a discipline-based format at Indiana University School of Medicine and in an integrated fashion at the University of Alabama School of Medicine and Rush University Medical College. Examination items were analyzed using a partially nested design s×(i:o) in which items were nested within occasions (i:o) and crossed with students (s). A reliability standard of 0.80 was used to determine the minimum number of items needed across examinations (occasions) to make reliable and informed decisions about students' competence in anatomical knowledge. Decision study plots are presented to demonstrate how the number of items per examination influences the reliability of each administered assessment. Using the example of a curriculum that assesses gross anatomy knowledge over five summative written and practical examinations, the results of the decision study estimated that 30 and 25 items would be needed on each written and practical examination to reach a reliability of 0.80, respectively. This study is particularly relevant to educators who may question whether the amount of anatomy content assessed in multidisciplinary evaluations is sufficient for making judgments about the anatomical aptitude of students. Anat Sci Educ 10: 109-119. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The Use of Three Dimensional Printed Interactive Models and a Digital Anatomy Case Study to Improve Medical Student Understanding of Pelvic and Perineal Anatomy

Science.gov (United States)

Solis, Laura de Jesus

The anatomy of the pelvis and perineum is especially complex for novice students. In the Language of Medicine Module (Gross Anatomy and Embryology), medical students are expected to learn a high volume of material in a short time. The study of these regions is especially challenging due to the limited visibility of structures and difficulty of dissection. Understanding of the spatial relationships of the pelvic and perineal structures is important to acquire the foundational knowledge for future clinical application. Traditional methods such as dissection, prosected specimens, peer teaching, and radiological images are used at UT Health San Antonio to teach these regions. Emerging three dimensional technologies applied in computer based models and printed physical models serve as alternative ways to teach Anatomy. This study examines the effectiveness of adding two active learning methods that use these technologies to teach the anatomy of the pelvis and perineum in the Language of Medicine module, as assessed by exam performance and a satisfaction survey. The learning methods included female pelvic and perineal printed models with simulated anatomical contents made with arts and crafts material, and a digital anatomy case study using BodyVizRTM. In 2016, 220 medical students in four groups (A-D) rotated between demonstrations on prosected cadavers and interactive sessions with each 3D learning tool. Student exam performance was assessed as the percentage of points obtained on select written and practical exam questions relevant to the anatomy of the pelvis and perineum. Across four years, practical exam performance for all relevant pelvic and perineal tags (structures tagged with a string or pin) shows a consistent decline of averages from 2013 (83%) to 2015 (75.7%). This decline was slightly reversed in 2016 (76.6%) following the integration of the 3D learning tools. The analysis of the obturator internus muscle tag, a tag included in the practical exams across

Cognitive load imposed by ultrasound-facilitated teaching does not adversely affect gross anatomy learning outcomes.

Science.gov (United States)

Jamniczky, Heather A; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W Y

2017-03-01

Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using ultrasound and learning outcomes. The use of ultrasound was hypothesized to facilitate learning in anatomy for 161 novice first-year medical students. Using linear regression analyses, the relationship between reported cognitive load on using ultrasound and learning outcomes as measured by anatomy laboratory examination scores four weeks after ultrasound-guided anatomy training was evaluated in consenting students. Second anatomy examination scores of students who were taught anatomy with ultrasound were compared with historical controls (those not taught with ultrasound). Ultrasound's perceived utility for learning was measured on a five-point scale. Cognitive load on using ultrasound was measured on a nine-point scale. Primary outcome was the laboratory examination score (60 questions). Learners found ultrasound useful for learning. Weighted factor score on "image interpretation" was negatively, but insignificantly, associated with examination scores [F (1,135) = 0.28, beta = -0.22; P = 0.61]. Weighted factor score on "basic knobology" was positively and insignificantly associated with scores; [F (1,138) = 0.27, beta = 0.42; P = 0.60]. Cohorts exposed to ultrasound had significantly higher scores than historical controls (82.4% ± SD 8.6% vs. 78.8% ± 8.5%, Cohen's d = 0.41, P learning and may improve learning outcomes. Anat Sci Educ 10: 144-151. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Medical Student Perceptions of Radiology Use in Anatomy Teaching

Science.gov (United States)

Murphy, Kevin P.; Crush, Lee; O'Malley, Eoin; Daly, Fergus E.; Twomey, Maria; O'Tuathaigh, Colm M. P.; Maher, Michael M.; Cryan, John F.; O'Connor, Owen J.

2015-01-01

The use of radiology in the teaching of anatomy to medical students is gaining in popularity; however, there is wide variation in how and when radiology is introduced into the curriculum. The authors sought to investigate students' perceptions regarding methods used to depict and teach anatomy and effects of integrated radiology instruction on…

Relevance of human anatomy in daily clinical practice.

Science.gov (United States)

Arráez-Aybar, Luis-Alfonso; Sánchez-Montesinos, Indalecio; Mirapeix, Rosa-M; Mompeo-Corredera, Blanca; Sañudo-Tejero, Jose-Ramón

2010-12-20

the aim of this study has been to evaluate the relevance of gross human anatomy in daily clinical practice and to compare it to that of other basic sciences (biochemistry, bioethics, cytohistology, microbiology, pharmacology, physiology, psychology). a total of 1250 questionnaires were distributed among 38 different medical speciality professionals. Answers were analyzed taking into account speciality (medical, surgery and others), professional status (training physician or staff member) and professional experience. the response rate was 42.9% (n=536). Gross human anatomy was considered the most relevant basic discipline for surgical specialists, while pharmacology and physiology were most relevant for medical specialists. Knowledge of anatomy was also considered fundamental for understanding neurological or musculoskeletal disorders. In undergraduate programmes, the most important focuses in teaching anatomy were radiological, topographical and functional anatomy followed by systematic anatomy. In daily medical practice anatomy was considered basic for physical examination, symptom interpretation and interpretation of radiological images. When professional status or professional experience was considered, small variations were shown and there were no significant differences related to gender or community. our results underline the relevance of basic sciences (gross anatomy, physiology, and pharmacology) in daily professional activity. Evidence-based studies such as ours, lend greater credibility and objectivity to the role of gross anatomy in the undergraduate training of health professionals and should help to establish a more appropriate curriculum for future professionals. 2010 Elsevier GmbH. All rights reserved.

The Use of Educational Comics in Learning Anatomy among Multiple Student Groups

Science.gov (United States)

Kim, Jiyoon; Chung, Min Suk; Jang, Hae Gwon; Chung, Beom Sun

2017-01-01

Understanding basic human anatomy can be beneficial for all students, regardless of when, or if, they will later undertake a formal course in the subject. For students who are preparing to undertake a formal anatomy course, educational comics on basic anatomy can serve as a concise and approachable review of the material. For other students, these…

Medical Students' Perspective on Current and Future Training in Anatomy

NARCIS (Netherlands)

Triepels, C.P.R.; Koppes, D.M.; Kuijk, S.M.J. Van; Popeijus, H.E.; Lamers, W.H.; Gorp, T. Van; Futterer, J.J.; Kruitwagen, R.; Notten, K.J.B.

2018-01-01

Gaining sufficient knowledge of anatomy is an important part of medical education. Factors that influence how well students learn anatomical structures include available sources, learning time and study assistance. This study explores the attitude of medical students with regard to studying anatomy

Best teaching practices in anatomy education: A critical review.

Science.gov (United States)

Estai, Mohamed; Bunt, Stuart

2016-11-01

In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs. Therefore, developing effective modalities for teaching anatomy is essential to safe medical practice. Cadaver-based instruction has survived as the main instructional tool for hundreds of years, however, there are differing views on whether full cadaver dissection is still appropriate for a modern undergraduate training. The limitations on curricular time, trained anatomy faculty and resources for gross anatomy courses in integrated or/and system-based curricula, have led many medical schools to abandon costly and time-consuming dissection-based instruction in favour of alternative methods of instruction including prosection, medical imaging, living anatomy and multimedia resources. To date, no single teaching tool has been found to meet curriculum requirements. The best way to teach modern anatomy is by combining multiple pedagogical resources to complement one another, students appear to learn more effectively when multimodal and system-based approaches are integrated. Our review suggests that certain professions would have more benefit from certain educational methods or strategies than others. Full body dissection would be best reserved for medical students, especially those with surgical career intentions, while teaching based on prosections and plastination is more suitable for dental, pharmacy and allied health science students. There is a need to direct future research

An enriched multimedia eBook application to facilitate learning of anatomy.

Science.gov (United States)

Stirling, Allan; Birt, James

2014-01-01

This pilot study compared the use of an enriched multimedia eBook with traditional methods for teaching the gross anatomy of the heart and great vessels. Seventy-one first-year students from an Australian medical school participated in the study. Students' abilities were examined by pretest, intervention, and post-test measurements. Perceptions and attitudes toward eBook technology were examined by survey questions. Results indicated a strongly positive user experience coupled with increased marks; however, there were no statistically significant results for the eBook method of delivery alone outperforming the traditional anatomy practical session. Results did show a statistically significant difference in the final marks achieved based on the sequencing of the learning modalities. With initial interaction with the multimedia content followed by active experimentation in the anatomy lab, students' performance was improved in the final test. Obtained data support the role of eBook technology in modern anatomy curriculum being a useful adjunct to traditional methods. Further study is needed to investigate the importance of sequencing of teaching interventions. © 2013 American Association of Anatomists.

Computer-assisted learning in anatomy at the international medical school in Debrecen, Hungary: a preliminary report.

Science.gov (United States)

Kish, Gary; Cook, Samuel A; Kis, Gréta

2013-01-01

The University of Debrecen's Faculty of Medicine has an international, multilingual student population with anatomy courses taught in English to all but Hungarian students. An elective computer-assisted gross anatomy course, the Computer Human Anatomy (CHA), has been taught in English at the Anatomy Department since 2008. This course focuses on an introduction to anatomical digital images along with clinical cases. This low-budget course has a large visual component using images from magnetic resonance imaging and computer axial tomogram scans, ultrasound clinical studies, and readily available anatomy software that presents topics which run in parallel to the university's core anatomy curriculum. From the combined computer images and CHA lecture information, students are asked to solve computer-based clinical anatomy problems in the CHA computer laboratory. A statistical comparison was undertaken of core anatomy oral examination performances of English program first-year medical students who took the elective CHA course and those who did not in the three academic years 2007-2008, 2008-2009, and 2009-2010. The results of this study indicate that the CHA-enrolled students improved their performance on required anatomy core curriculum oral examinations (P computer-assisted learning may play an active role in anatomy curriculum improvement. These preliminary results have prompted ongoing evaluation of what specific aspects of CHA are valuable and which students benefit from computer-assisted learning in a multilingual and diverse cultural environment. Copyright © 2012 American Association of Anatomists.

Student performance in a flipped classroom dental anatomy course.

Science.gov (United States)

Chutinan, S; Riedy, C A; Park, S E

2017-11-09

The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts. Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given. Additionally, the cohorts' performance on the overall IDP course examination was compared. The flipped classroom cohort had statistically significant higher waxing scores (dental anatomy module) than students in the traditional classroom. There was no statistically significant difference for tooth identification scores and the overall IDP course examination between the traditional vs flipped approach cohorts. This is due to the latter two assessments conducted at the end of the course gave all students enough time to review the lecture content prior to the assessment resulting in similar scores for both cohorts. The flipped classroom cohort promoted students' individual learning and resulted in improved students' performance on immediate evaluation but not on the end of the course evaluation. Redesign of courses to include a new pedagogical approach should be carefully implemented and evaluated for student's educational success. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Study skills in anatomy and physiology: Is there a difference?

Science.gov (United States)

Husmann, Polly R; Barger, J Bradley; Schutte, Audra F

2016-01-01

Many factors influence the way individual students study, including but not limited to: previous coursework, attitudes toward the class (motivation, intimidation, risk, etc.), metacognition, and work schedules. However, little of this research has involved medical students. The present article asks the question, "Do individual medical students study differently for different classes?" Study skills surveys were given to United States medical students at an allopathic medical school and an osteopathic medical school. Students were surveyed near the end of their first year gross anatomy course and again near the end of their first year physiology course. Survey items included Likert scale and open-ended questions about study habits and basic demographic information. The survey responses were correlated with each student's final grade percentages in the courses. Analysis revealed that the four most common study habits were reviewing lecture notes, taking practice examinations, completing learning exercises, and making drawings and diagrams. The two surveys (anatomy and physiology) from each individual were also compared to see if students reported different study habits in anatomy versus physiology. A negative correlation was found between changing study habits between courses and final anatomy grade percentages. Additional analyses suggest that those students who do change their study habits between courses are increasing the number of study strategies that they attempt. This increase in the number of study strategies attempted may not allow the student to reach the same depth of understanding as their colleagues who utilize fewer strategies. © 2015 American Association of Anatomists.

2D and 3D stereoscopic videos used as pre-anatomy lab tools improve students' examination performance in a veterinary gross anatomy course.

Science.gov (United States)

Al-Khalili, Sereen M; Coppoc, Gordon L

2014-01-01

The hypothesis for the research described in this article was that viewing an interactive two-dimensional (2D) or three-dimensional (3D) stereoscopic pre-laboratory video would improve efficiency and learning in the laboratory. A first-year DVM class was divided into 21 dissection teams of four students each. Primary variables were method of preparation (2D, 3D, or laboratory manual) and dissection region (thorax, abdomen, or pelvis). Teams were randomly assigned to a group (A, B, or C) in a crossover design experiment so that all students experienced each of the modes of preparation, but with different regions of the canine anatomy. All students were instructed to study normal course materials and the laboratory manual, the Guide, before coming to the laboratory session and to use them during the actual dissection as usual. Video groups were given a DVD with an interactive 10-12 minute video to view for the first 30 minutes of the laboratory session, while non-video groups were instructed to review the Guide. All groups were allowed 45 minutes to dissect the assigned section and find a list of assigned structures, after which all groups took a post-dissection quiz and attitudinal survey. The 2D groups performed better than the Guide groups (p=.028) on the post-dissection quiz, despite the fact that only a minority of the 2D-group students studied the Guide as instructed. There was no significant difference (p>.05) between 2D and 3D groups on the post-dissection quiz. Students preferred videos over the Guide.

Effectiveness of human anatomy education for pharmacy students via the Internet.

Science.gov (United States)

Limpach, Aimee L; Bazrafshan, Parham; Turner, Paul D; Monaghan, Michael S

2008-12-15

To evaluate the overall effectiveness of a human anatomy course taught to distance-based and campus-based pharmacy students. A retrospective analysis of students' grades and course evaluations from 2003 through 2006 was conducted. No significant differences in student performance by pathway were found for the 2003-2005 academic years (p > 0.05). However, distance-based students' percentage and letter grades were significantly higher in 2006 (p = 0.013 and p = 0.004 respectively). Comparison of course and instructor evaluations showed that students in the distance course held similar or more positive perceptions of the course than their campus peers. Similar performance by campus and distance students enrolled in a human anatomy suggests that a distance-based course can be used successfully to teach human anatomy to pharmacy students.

Re-living anatomy: medical student use of lecture capture

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Diss, L; Sharp, A; Scott, F; Moore, L; Daniel, P; Memon, S; Smith, C

2017-01-01

Lecture capture resources have become common place within UK Higher education to enhance and support learning in addition to the tradition lecture. These resources can be particularly useful for medical students in anatomy teaching where time dedicated to anatomy within the curriculum has been reduced compared to previous generations(1).\\ud \\ud This study aimed to investigate how lecture capture aided student learning Qualitative feedback was also collected in view to further improve the reso...

Students as teachers in an anatomy dissection course.

Science.gov (United States)

Salomäki, Tiina; Laakkonen, Juha; Ruohoniemi, Mirja

2014-01-01

One way to improve students' learning outcomes and well-being is to change teaching practices to allow students to become more active participants. We used an anatomy dissection course to test a cooperative group work method in which first-year veterinary students took turns leading their peer group and were each responsible for teaching the anatomy of a particular topographic region. The important blood vessels, lymphatic system, and nerves of each region of the body were covered. Students felt that exploration of the entire topographic region helped them to acquire a comprehensive understanding of the respiratory apparatus and the cardiovascular and nervous systems. Assigning individual tasks to each group member resulted in sharing the workload equally. Open-ended comments revealed that support from other group members was important for the students' learning experience, but the results also offered insight into a lack of constructive criticism. While teaching was considered challenging, and even a stress factor that hindered learning for some students, group work was generally held to be supportive of learning. The results suggest that more thorough instruction of students in their group work and in their individual tasks is required. Some students experienced difficulty in expressing their concerns openly and in seeking guidance from teachers, demonstrating the need for further investigation regarding students' self-regulation skills. Comments from the open-ended responses suggest that use of a cooperative learning method in anatomy dissection courses not only deepens student understanding of a subject but also offers first-year students an opportunity to practice the generic skills that will be needed in their future profession.

The gross anatomy of the renal sympathetic nerves revisited.

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Mompeo, Blanca; Maranillo, Eva; Garcia-Touchard, Arturo; Larkin, Theresa; Sanudo, Jose

2016-07-01

Catheter-based renal denervation techniques focus on reducing blood pressure in resistant hypertension. This procedure requires exact knowledge of the anatomical interrelation between the renal arteries and the targeted renal nervous plexus. The aim of this work was to build on classical anatomical studies and describe the gross anatomy and anatomical relationships of the renal arteries and nerve supply to the kidneys in a sample of human cadavers. Twelve human cadavers (six males and six females), age range 73 to 94 years, were dissected. The nervous fibers and renal arteries were dissected using a surgical microscope. The renal plexus along the hilar renal artery comprised a fiber-ganglionic ring surrounding the proximal third of the renal artery, a neural network along the middle and distal thirds, and smaller accessory ganglia along the course of the nerve fibers. The fibers of the neural network were mainly located on the superior (95.83%) and inferior (91.66%) surfaces of the renal artery and they were sparsely interconnected by diagonal fibers. Polar arteries were present in 33.33% of cases and the renal nerve pattern for these was similar to that of the hilar arteries. Effective renal denervation needs to target the superior and inferior surfaces of the hilar and polar arteries, where the fibers of the neural network are present. Clin. Anat. 29:660-664, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Student Perspectives of Imaging Anatomy in Undergraduate Medical Education

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Machado, Jorge Americo Dinis; Barbosa, Joselina Maria Pinto; Ferreira, Maria Amelia Duarte

2013-01-01

Radiological imaging is gaining relevance in the acquisition of competencies in clinical anatomy. The aim of this study was to evaluate the perceptions of medical students on teaching/learning of imaging anatomy as an integrated part of anatomical education. A questionnaire was designed to evaluate the perceptions of second-year students…

A practical description and student perspective of the integration of radiology into lower limb musculoskeletal anatomy.

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Davy, S; O'Keeffe, G W; Mahony, N; Phelan, N; Barry, D S

2017-05-01

Anatomy educators are increasing their utilisation of radiology in anatomy education in line with growing requirements for undergraduate radiology competency and clinical need. We aimed to evaluate student perceptions of radiology and to outline the technical and academic considerations underlying the integration of radiology into musculoskeletal practical anatomy sessions. The formal integration of radiology into anatomy practical sessions took place over a 5-week period during the lower limb musculoskeletal component of the anatomy course taught to first-year medical students. During practical sessions, students were required to rotate between aligned audio-visual radiology presentations, osteology/anatomical models, and prosection/dissection learning stations. After completing the course, students were invited to complete a survey to establish their opinions on radiology as a mode of learning and their satisfaction with radiological integration in anatomical practical sessions. Most students were not familiar with radiology prior to attending our university. All our students agreed or strongly agreed that learning to read radiographs in anatomy is important and most agreed that radiology is a valid assessment tool. Sixty percent stated that radiology facilitated their understanding of anatomy. The majority believed that radiology was best suited to clinically relevant anatomy and X-rays were their preferred learning tool. The practical approach to integrating radiology into undergraduate musculoskeletal anatomy described here did not place strain on existing academic resources. Most students agreed that radiology should be increased in anatomy education and that learning to understand radiographs in anatomy was important for clinical practice.

Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

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Anderton, Ryan S.; Chiu, Li Shan; Aulfrey, Susan

2016-01-01

Anatomy and physiology teaching has undergone significant changes to keep up with advances in technology and to cater for a wide array of student specific learning approaches. This paper examines perceptions towards a variety of teaching instruments, techniques, and innovations used in the delivery and teaching of anatomy and physiology for health…

Improvements in anatomy knowledge when utilizing a novel cyclical "Observe-Reflect-Draw-Edit-Repeat" learning process.

Science.gov (United States)

Backhouse, Mark; Fitzpatrick, Michael; Hutchinson, Joseph; Thandi, Charankumal S; Keenan, Iain D

2017-01-01

Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe-Reflect-Draw-Edit-Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER-SAP) at a United Kingdom medical school in which a cross-over trial with pre-post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER-SAP, medical student (n = 154) pre-post knowledge test scores were significantly greater (P learning methods (3.26, SD = ±2.25) than with ORDER-SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self-directed gross anatomy online interactive tutorial (ORDER-IT) for participating first year medical students (n = 55). Student performance was significantly greater (P  0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research-led, innovative, time and cost-effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7-22. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Student learning styles in anatomy and physiology courses: Meeting the needs of nursing students.

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Johnston, A N B; Hamill, J; Barton, M J; Baldwin, S; Percival, J; Williams-Pritchard, G; Salvage-Jones, J; Todorovic, M

2015-11-01

Anatomy and Physiology is a core course in pre-registration nursing programs, yet many students have difficulty successfully negotiating the large volume of content and the complex concepts in these bioscience courses. Typically students perform poorly in these 'threshold' courses', despite multiple interventions to support student engagement. Investigation of the shortcomings in these courses, based on feedback from students indicated several key areas of difficulty in the course, especially focused around a relative lack of hands-on 'concrete' activities in laboratories and tutorials. To attempt to address this, academic and technical staff developed activities for students that promoted discussion and allowed students to interact easily and repetitively with content. Interactive tables and posters that needed to be labelled or 'filled-in' using pre-prepared Velcro dots, as well as pre-prepared flash cards to promote group work, were some examples of the activities used to enhance student experiences and promote hands-on learning. Over the academic year of 2013 these activities were introduced into the laboratory and tutorial classes for first year Bachelor of Nursing anatomy and physiology students. Staff and student participants positively rated implementation of these new activities on surveys, as they allowed them to explore the difficult aspects of anatomy and physiology, utilising various learning styles that may have been neglected in the past. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Drawing method can improve musculoskeletal anatomy comprehension in medical faculty student.

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Joewono, Muliani; Karmaya, I Nyoman Mangku; Wirata, Gede; Yuliana; Widianti, I Gusti Ayu; Wardana, I Nyoman Gede

2018-03-01

The Chinese philosophy of Confucianism said "What I heard I forgot, what I see, I remember, what I do, I understand." During this time, most of the teaching and learning process relies on viewing and listening modalities only. As a result, much information does not last long in memory as well as the material understanding achieves became less deep. In studying anatomy science, drawing is one of effective important methods because it is an integration of ideas and knowledge of vision thereby increasing comprehension and learning motivation of college students. The purpose of this research is to know the musculoskeletal anatomy comprehension by drawing learning method in Medical Faculty student. This research uses observational analytic design with the cross-sectional design. Total sampling was done to the entire student of Physiotherapy Study Program in 2012, 2013, and 2014, Medical Faculty of Udayana University. The average value of musculoskeletal anatomy of the student in 2012, 2013, and 2014 sequentially are 31.67, 33.57, and 45.00, respectively. Normality test with Shapiro-Wilk and homogeneity with Levene's test showed normal results and homogeneous. One-way ANOVA test between groups showed a significant result that is 11.00 ( P drawing method can improve the musculoskeletal anatomy comprehension in Medical Faculty student.

Human Anatomy: Let the Students Tell Us How to Teach

Science.gov (United States)

Davis, Christopher R.; Bates, Anthony S.; Ellis, Harold; Roberts, Alice M.

2014-01-01

Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e-learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and…

Ultrasound simulator-assisted teaching of cardiac anatomy to preclinical anatomy students: A pilot randomized trial of a three-hour learning exposure.

Science.gov (United States)

Canty, David Jeffrey; Hayes, Jenny A; Story, David Andrew; Royse, Colin Forbes

2015-01-01

Ultrasound simulation allows students to virtually explore internal anatomy by producing accurate, moving, color, three-dimensional rendered slices from any angle or approach leaving the organs and their relationships intact without requirement for consumables. The aim was to determine the feasibility and efficacy of self-directed learning of cardiac anatomy with an ultrasound simulator compared to cadavers and plastic models. After a single cardiac anatomy lecture, fifty university anatomy students participated in a three-hour supervised self-directed learning exposure in groups of five, randomized to an ultrasound simulator or human cadaveric specimens and plastic models. Pre- and post-tests were conducted using pictorial and non-pictorial multiple-choice questions (MCQs). Simulator students completed a survey on their experience. Four simulator and seven cadaver group students did not attend after randomization. Simulator use in groups of five students was feasible and feedback from participants was very positive. Baseline test scores were similar (P = 0.9) between groups. After the learning intervention, there was no difference between groups in change in total test score (P = 0.37), whether they were pictorial (P = 0.6) or non-pictorial (P = 0.21). In both groups there was an increase in total test scores (simulator +19.8 ±12.4%% and cadaver: +16.4% ± 10.2, P human cadaveric prosections for learning cardiac anatomy. © 2014 American Association of Anatomists.

Honoring our donors: a survey of memorial ceremonies in United States anatomy programs.

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Jones, Trahern W; Lachman, Nirusha; Pawlina, Wojciech

2014-01-01

Many anatomy programs that incorporate dissection of donated human bodies hold memorial ceremonies of gratitude towards body donors. The content of these ceremonies may include learners' reflections on mortality, respect, altruism, and personal growth told through various humanities modalities. The task of planning is usually student- and faculty-led with participation from other health care students. Objective information on current memorial ceremonies for body donors in anatomy programs in the United States appears to be lacking. The number of programs in the United States that currently plan these memorial ceremonies and information on trends in programs undertaking such ceremonies remain unknown. Gross anatomy program directors throughout the United States were contacted and asked to respond to a voluntary questionnaire on memorial ceremonies held at their institution. The results (response rate 68.2%) indicated that a majority of human anatomy programs (95.5%) hold memorial ceremonies. These ceremonies are, for the most part, student-driven and nondenominational or secular in nature. Participants heavily rely upon speech, music, poetry, and written essays, with a small inclusion of other humanities modalities, such as dance or visual art, to explore a variety of themes during these ceremonies. © 2013 American Association of Anatomists.

Anatomy drawing screencasts: enabling flexible learning for medical students.

Science.gov (United States)

Pickering, James D

2015-01-01

The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning. © 2014 American Association of Anatomists.

Does emotional intelligence change during medical school gross anatomy course? Correlations with students' performance and team cohesion.

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Holman, Michelle A; Porter, Samuel G; Pawlina, Wojciech; Juskewitch, Justin E; Lachman, Nirusha

2016-01-01

Emotional intelligence (EI) has been associated with increased academic achievement, but its impact on medical education is relatively unexplored. This study sought to evaluate change in EI, performance outcomes, and team cohesion within a team-based medical school anatomy course. Forty-two medical students completed a pre-course and post-course Schutte Self-Report Emotional Intelligence Test (SSEIT). Individual EI scores were then compared with composite course performance grade and team cohesion survey results. Mean pre-course EI score was 140.3 out of a possible 160. During the course, mean individual EI scores did not change significantly (P = 0.17) and no correlation between EI scores and academic performance was noted (P = 0.31). In addition, EI did not correlate with team cohesion (P = 0.16). While business has found significant utility for EI in increasing performance and productivity, its role in medical education is still uncertain. © 2015 American Association of Anatomists.

The use of thoracoscopy to enhance medical students′ interest and understanding of thoracic anatomy

Directory of Open Access Journals (Sweden)

Sami A AlNassar

2012-01-01

Full Text Available Aim: To develop a video-based educational tool designed for teaching thoracic anatomy and to examine whether this tool would increase students′ stimulation and motivation for learning anatomy. Methods: Our video-based tool was developed by recording different thoracoscopic procedures focusing on intraoperative live thoracic anatomy. The tool was then integrated into a pre-existing program for first year medical students (n = 150, and included cadaver dissection of the thorax and review of clinical problem scenarios of the respiratory system. Students were guided through a viewing of the videotape that demonstrated live anatomy of the thorax (15 minutes and then asked to complete a 5-point Likert-type questionnaire assessing the video′s usefulness. Apart from this, a small group of entirely different set of students was divided into two groups, one group to view the 15-minute video presentation of thoracoscopy and chest anatomy and the other group to attend a 15-minute lecture of chest anatomy using radiological images. Both groups took a 10-item pretest and post-test multiple choice questions examination to assess short-term knowledge gained. Results: Of 150 medical students, 119 completed the questionnaires, 88.6% were satisfied with the thoracoscopic video as a teaching tool, 86.4% were satisfied with the quality of the images, 69.2% perceived it to be beneficial in learning anatomy, 96.2% increased their interest in learning anatomy, and 88.5% wanted this new teaching tool to be implemented to the curriculum. Majority (80.7% of the students increased their interest in surgery as a future career. Post-test scores were significantly higher in the thoracoscopy group (P = 0.0175. Conclusion: Incorporating live surgery using thoracoscopic video presentation in the gross anatomy teaching curriculum had high acceptance and satisfaction scores from first year medical students. The video increased students′ interest in learning, in clinically

Learning Anatomy through Thiel- vs. Formalin-Embalmed Cadavers: Student Perceptions of Embalming Methods and Effect on Functional Anatomy Knowledge

Science.gov (United States)

Kennel, Larissa; Martin, David M. A.; Shaw, Hannah; Wilkinson, Tracey

2018-01-01

Thiel-embalmed cadavers, which have been adopted for use in anatomy teaching in relatively few universities, show greater flexibility and color retention compared to formalin-embalmed cadavers, properties which might be considered advantageous for anatomy teaching. This study aimed to investigate student attitudes toward the dissection experience…

The effectiveness of virtual and augmented reality in health sciences and medical anatomy.

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Moro, Christian; Štromberga, Zane; Raikos, Athanasios; Stirling, Allan

2017-11-01

Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands-on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet-based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549-559. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Association between learning style preferences and anatomy assessment outcomes in graduate-entry and undergraduate medical students.

Science.gov (United States)

O'Mahony, Siobhain M; Sbayeh, Amgad; Horgan, Mary; O'Flynn, Siun; O'Tuathaigh, Colm M P

2016-07-08

An improved understanding of the relationship between anatomy learning performance and approaches to learning can lead to the development of a more tailored approach to delivering anatomy teaching to medical students. This study investigated the relationship between learning style preferences, as measured by Visual, Aural, Read/write, and Kinesthetic (VARK) inventory style questionnaire and Honey and Mumford's learning style questionnaire (LSQ), and anatomy and clinical skills assessment performance at an Irish medical school. Additionally, mode of entry to medical school [undergraduate/direct-entry (DEM) vs. graduate-entry (GEM)], was examined in relation to individual learning style, and assessment results. The VARK and LSQ were distributed to first and second year DEM, and first year GEM students. DEM students achieved higher clinical skills marks than GEM students, but anatomy marks did not differ between each group. Several LSQ style preferences were shown to be weakly correlated with anatomy assessment performance in a program- and year-specific manner. Specifically, the "Activist" style was negatively correlated with anatomy scores in DEM Year 2 students (rs = -0.45, P = 0.002). The "Theorist" style demonstrated a weak correlation with anatomy performance in DEM Year 2 (rs = 0.18, P = 0.003). Regression analysis revealed that, among the LSQ styles, the "Activist" was associated with poorer anatomy assessment performance (P learning styles contribute little to variation in academic performance in medical students. Anat Sci Educ 9: 391-399. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Resident perceptions of anatomy education: a survey of medical school alumni from two different anatomy curricula and multiple medical specialties.

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Bohl, Michael A; Gest, Thomas R

2011-01-01

In 2004, the University of Michigan Medical School reduced its gross anatomy curriculum. To determine the effect of this reduction on resident perceptions of their clinical preparedness, we surveyed alumni that included residents from the original and new shortened curricula. A Likert-scale survey was sent to four classes of alumni. Respondents were compared in old curriculum (OC) and new curriculum (NC) groups, surgical specialty (SS) and nonsurgical specialty (NS) groups, and subgroups of SS and NS were compared for differences between OC and NC. Mean response scores were compared using independent samples T-tests. As a single population (n = 110), respondents felt their anatomy education prepared them well for residency, that a more robust anatomy curriculum would be helpful, that dissection was important to their residency preparation, and that a 4th year anatomy elective was effective in expanding their anatomy education and preparing them for residency. No significant difference existed between OC and NC groups, neither as a whole nor as SS and NS subgroups. The SS group felt dissection was more important to their residency preparation than the NS group (P = 0.001) and that a more robust anatomy curriculum would have better prepared them for residency (P = 0.001). Thirty percent of SS respondents who did not take a 4th year elective commented that they wish they had. Fourth year anatomy electives were highly valued by residents, and respondents felt that they should be offered to students as a way of revisiting anatomy following the 1st year of clinical training. Copyright © 2011 American Association of Anatomists.

Experiences with dissection courses in human anatomy: a comparison between Germany and Ethiopia.

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Bekele, Assegedech; Reissig, Dieter; Löffler, Sabine; Hinz, Andreas

2011-03-01

Dissection courses in human anatomy are laborious, and new teaching tools have become available. Therefore, some universities intend to reduce the dissection course. Furthermore, little is known about dissection courses in African universities. The aim of this study is to compare the students' experiences with and evaluations of the dissection courses in two universities: Leipzig (Germany) and Gondar (Ethiopia). Since the Gondar Medical College was founded in cooperation with the Leipzig University in 1978, the anatomy courses in both universities follow roughly the same rules. A structured questionnaire was used to assess the dissection courses from the students' point of view. The sample of students consisted of 109 German and 124 Ethiopian first year undergraduate medical students. Most students in both countries (94% in Germany and 82% in Ethiopia) judge the dissection course to be highly relevant compared to other courses. Perceived health hazards associated with dissection of the cadaver show significant differences between Germany (14%) and Ethiopia (44%). Most students had normal feelings again at the end of the dissection course. Further similarities and differences between the courses in Germany and Ethiopia are described. Dissection courses are highly appreciated also in Africa. The high degree of affirmation of the dissection courses should be taken into consideration when discussing modifications of gross anatomy curriculum or changes in the teacher to student ratio. Copyright © 2010 Elsevier GmbH. All rights reserved.

Medical student use of Facebook to support preparation for anatomy assessments.

Science.gov (United States)

Pickering, James D; Bickerdike, Suzanne R

2017-06-01

The use of Facebook to support students is an emerging area of educational research. This study explored how a Facebook Page could support Year 2 medical (MBChB) students in preparation for summative anatomy assessments and alleviate test anxiety. Overall, Facebook analytics revealed that in total 49 (19.8% of entire cohort) students posted a comment in preparation for either the first (33 students) or second (34) summative anatomy assessments. 18 students commented in preparation for both. In total, 155 comments were posted, with 83 for the first and 72 for the second. Of the 83 comments, 45 related to checking anatomical information, 30 were requiring assessment information and 8 wanted general course information. For the second assessment this was 52, 14 and 6, respectively. Student perceptions on usage, and impact on learning and assessment preparation were obtained via a five-point Likert-style questionnaire, with 119 students confirming they accessed the Page. Generally, students believed the Page was an effective way to support their learning, and provided information which supported their preparation with increases in perceived confidence and reductions in anxiety. There was no difference between gender, except for males who appeared to be significantly less likely to ask a question as they may be perceived to lack knowledge (P Facebook can play an important role in supporting students in preparation for anatomy assessments. Anat Sci Educ 10: 205-214. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Gross-Motor Skill Acquisition by Preschool Dance Students under Self-Instruction Procedures

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Vintere, Parsla; Hemmes, Nancy S.; Brown, Bruce L.; Poulson, Claire L.

2004-01-01

The effects of two training procedures -- (a) modeling and praise and (b) self-instruction, modeling, and praise -- on complex gross-motor chain acquisition for preschool dance class students were evaluated. Six girls participated in the study. A multiple baseline design across six gross-motor chains with a secondary group comparison for treatment…

Anatomy Drawing Screencasts: Enabling Flexible Learning for Medical Students

Science.gov (United States)

Pickering, James D.

2015-01-01

The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material…

Mobile technology: Creation and use of an iBook to teach the anatomy of the brachial plexus.

Science.gov (United States)

Stewart, Stuart; Choudhury, Bipasha

2015-01-01

In an era of digitally connected students, there is a demand for academic material to be delivered through electronic mobile devices and not just through traditional methods such as lectures and tutorials. A digital interactive book-iBook (for use on the Apple iPad)-was created to teach undergraduate anatomical science students (n = 26) four key areas of the brachial plexus: definitions, gross anatomy, relative anatomy, and functions of terminal branches. Students were asked to complete preresource and postresource questionnaires, which were used to calculate the mean improvement score and ultimately the efficacy of the resource. Free text comments were gathered to evaluate student opinions on this mode of learning. The mean score on the preresource and postresource questionnaires was 4.07 of 8 and 5.69 of 8, respectively. The overall mean improvement score was 1.62, determined statistically significant by a dependent t-test (P = 0.0004). Findings demonstrate that digital books on the iPad provide a uniquely interactive way of delivering information and engaging students. Furthermore, digital books can be used alongside traditional methods of teaching anatomy to enhance and promote deep learning in students. © 2014 American Association of Anatomists.

Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education.

Science.gov (United States)

Whelan, Alexander; Leddy, John J; Mindra, Sean; Matthew Hughes, J D; El-Bialy, Safaa; Ramnanan, Christopher J

2016-01-01

The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and balance both active learning and progression through laboratory objectives. In contrast, the emphasized independent learning (EIL) approach stresses elements from the "flipped classroom" educational model: prelaboratory preparation, independent laboratory learning, and limited tutor involvement. Quantitative (Likert-style questions) and qualitative data (independent thematic analysis of open-ended commentary) from a survey of students who had completed the preclerkship curriculum identified strengths from the EIL (promoting student collaboration and communication) and FAL (successful progression through objectives) approaches. However, EIL led to student frustration related to a lack of direction and impaired completion of objectives, whereas active learning opportunities in FAL were highly variable and dependent on tutor teaching style. A "hidden curriculum" was also identified, where students (particularly EIL and clerkship students) commonly compared their compressed anatomy education or their anatomy learning environment with other approaches. Finally, while both groups highly regarded the efficiency of prosection-based learning and expressed value for cadaveric-based learning, student commentary noted that the lack of grade value dedicated to anatomy assessment limited student accountability. This study revealed critical insights into small group learning in compressed anatomy education, including the need to balance student active learning opportunities with appropriate direction and feedback (including assessment). © 2015 American Association of Anatomists.

Distance Education Teaching Methods and Student Responses in the Animal Sciences

Science.gov (United States)

Bing, Jada Quinome

2012-01-01

The overall objective of this dissertation is to observe whether or not an Anatomy & Physiology Distance Education (DistEd) course offered in the Animal Science Department will prove to be valuable in the learning process for students. Study 1 was conducted to determine whether gross anatomy of animals could be taught effectively at the…

Ultrasound-based teaching of cardiac anatomy and physiology to undergraduate medical students.

Science.gov (United States)

Hammoudi, Nadjib; Arangalage, Dimitri; Boubrit, Lila; Renaud, Marie Christine; Isnard, Richard; Collet, Jean-Philippe; Cohen, Ariel; Duguet, Alexandre

2013-10-01

Ultrasonography is a non-invasive imaging modality that offers the opportunity to teach living cardiac anatomy and physiology. The objectives of this study were to assess the feasibility of integrating an ultrasound-based course into the conventional undergraduate medical teaching programme and to analyse student and teacher feedback. An ultrasound-based teaching course was implemented and proposed to all second-year medical students (n=348) at the end of the academic year, after all the conventional modules at our faculty. After a brief theoretical and practical demonstration, students were allowed to take the probe and use the ultrasound machine. Students and teachers were asked to complete a survey and were given the opportunity to provide open feedback. Two months were required to implement the entire module; 330 (95%) students (divided into 39 groups) and 37 teachers participated in the course. Student feedback was very positive: 98% of students agreed that the course was useful; 85% and 74% considered that their understanding of cardiac anatomy and physiology, respectively, was improved. The majority of the teachers (97%) felt that the students were interested, 81% agreed that the course was appropriate for second-year medical students and 84% were willing to participate to future sessions. Cardiac anatomy and physiology teaching using ultrasound is feasible for undergraduate medical students and enhances their motivation to improve their knowledge. Student and teacher feedback on the course was very positive. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

Learning of Musculoskeletal Ligament Stress Testing in a Gross Anatomy Laboratory

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Krause, David A.; Youdas, James W.; Hollman, John H.

2011-01-01

Human anatomy in physical therapy programs is a basic science course serving as a foundation for subsequent clinical courses. Integration of anatomy with a clinical emphasis throughout a curriculum provides opportunities for reinforcement of previously learned material. Considering the human cadaver laboratory as a fixed cost to our program, we…

Radiological anatomy of the groin region

International Nuclear Information System (INIS)

Berg, J.C. van den; Valois, J.C. de; Go, P.M.N.Y.H.; Rosenbusch, G.

2000-01-01

The purpose of this paper is to give an overview of the anatomy of the inguinal region, and to discuss the value of various imaging modalities in the diagnosis of groin hernias. After description of the gross anatomy of the groin, attention is focused on the anatomic features of conventional herniography, US, CT, and MRI. Advantages, disadvantages, and accuracy of each technique is discussed briefly. (orig.)

PAL(TM) 2.0 Human Anatomy Software Tool Use in Community College Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

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Kuyatt, Brian Lee

2012-01-01

Human anatomy courses, with laboratory, are curricular requirements in graduate medical, undergraduate nursing, and all allied health science programs. Anatomy laboratory courses engage students in hands-on activities, including human cadaver or mammalian dissection, supported by photos from textbooks, detailed plastic models or human anatomical…

Can "YouTube" help students in learning surface anatomy?

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Azer, Samy A

2012-07-01

In a problem-based learning curriculum, most medical students research the Internet for information for their "learning issues." Internet sites such as "YouTube" have become a useful resource for information. This study aimed at assessing YouTube videos covering surface anatomy. A search of YouTube was conducted from November 8 to 30, 2010 using research terms "surface anatomy," "anatomy body painting," "living anatomy," "bone landmarks," and "dermatomes" for surface anatomy-related videos. Only relevant video clips in the English language were identified and related URL recorded. For each videotape the following information were collected: title, authors, duration, number of viewers, posted comments, and total number of days on YouTube. The data were statistically analyzed and videos were grouped into educationally useful and non-useful videos on the basis of major and minor criteria covering technical, content, authority, and pedagogy parameters. A total of 235 YouTube videos were screened and 57 were found to have relevant information to surface anatomy. Analysis revealed that 15 (27%) of the videos provided useful information on surface anatomy. These videos scored (mean ± SD, 14.0 ± 0.7) and mainly covered surface anatomy of the shoulder, knee, muscles of the back, leg, and ankle, carotid artery, dermatomes, and anatomical positions. The other 42 (73%) videos were not useful educationally, scoring (mean ± SD, 7.4 ± 1.8). The total viewers of all videos were 1,058,634. Useful videos were viewed by 497,925 (47% of total viewers). The total viewership per day was 750 for useful videos and 652 for non-useful videos. No video clips covering surface anatomy of the head and neck, blood vessels and nerves of upper and lower limbs, chest and abdominal organs/structures were found. Currently, YouTube is an inadequate source of information for learning surface anatomy. More work is needed from medical schools and educators to add useful videos on You

Learning surgically oriented anatomy in a student-run extracurricular club: an education through recreation initiative.

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Ullah, Shahnoor M; Bodrogi, Andrew; Cristea, Octav; Johnson, Marjorie; McAlister, Vivian C

2012-01-01

Didactic and laboratory anatomical education have seen significant reductions in the medical school curriculum due, in part, to the current shift from basic science to more clinically based teaching in North American medical schools. In order to increase medical student exposure to anatomy, with clinical applicability, a student-run initiative called surgically oriented anatomy prosectors (SOAP) club was created within the extracurricular program at the Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Canada. SOAP invites surgeons and residents from various surgical specialties to demonstrate, on a cadaver, a surgical procedure of their choosing. During the demonstration, the anatomy, as it relates to the surgical procedure, is discussed. The students then break into smaller groups to examine the relevant anatomy on the cadavers, during which time the discussion is broadened. The group continues the conversation in a social environment with refreshments. SOAP is one of the most popular extracurricular clubs with 65% of first and second year medical students registered as members. The high demand for SOAP, along with the positive participant feedback, may be due to its utilization of the principle of education through recreation, which seeks to provide opportunities for learning seamlessly throughout all facets of life. It also demonstrates the desire, amongst certain medical students, to learn applied anatomy, particularly within a surgical context. Copyright © 2012 American Association of Anatomists.

Learning methods and strategies of anatomy among medical students in two different Institutions in Riyadh, Saudi Arabia.

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Al-Mohrej, Omar A; Al-Ayedh, Noura K; Masuadi, Emad M; Al-Kenani, Nader S

2017-04-01

Anatomy instructors adopt individual teaching methods and strategies to convey anatomical information to medical students for learning. Students also exhibit their own individual learning preferences. Instructional methods preferences vary between both instructors and students across different institutions. In attempt to bridge the gap between teaching methods and the students' learning preferences, this study aimed to identify students' learning methods and different strategies of studying anatomy in two different Saudi medical schools in Riyadh. A cross-sectional study, conducted in Saudi Arabia in April 2015, utilized a three-section questionnaire, which was distributed to a consecutive sample of 883 medical students to explore their methods and strategies in learning and teaching anatomy in two separate institutions in Riyadh, Saudi Arabia. Medical students' learning styles and preferences were found to be predominantly affected by different cultural backgrounds, gender, and level of study. Many students found it easier to understand and remember anatomy components using study aids. In addition, almost half of the students felt confident to ask their teachers questions after class. The study also showed that more than half of the students found it easier to study by concentrating on a particular part of the body rather than systems. Students' methods of learning were distributed equally between memorizing facts and learning by hands-on dissection. In addition, the study showed that two thirds of the students felt satisfied with their learning method and believed it was well suited for anatomy. There is no single teaching method which proves beneficial; instructors should be flexible in their teaching in order to optimize students' academic achievements.

Ultrasound imaging in medical student education: Impact on learning anatomy and physical diagnosis.

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So, Sokpoleak; Patel, Rita M; Orebaugh, Steven L

2017-03-01

Ultrasound use has expanded dramatically among the medical specialties for diagnostic and interventional purposes, due to its affordability, portability, and practicality. This imaging modality, which permits real-time visualization of anatomic structures and relationships in vivo, holds potential for pre-clinical instruction of students in anatomy and physical diagnosis, as well as providing a bridge to the eventual use of bedside ultrasound by clinicians to assess patients and guide invasive procedures. In many studies, but not all, improved understanding of anatomy has been demonstrated, and in others, improved accuracy in selected aspects of physical diagnosis is evident. Most students have expressed a highly favorable impression of this technology for anatomy education when surveyed. Logistic issues or obstacles to the integration of ultrasound imaging into anatomy teaching appear to be readily overcome. The enthusiasm of students and anatomists for teaching with ultrasound has led to widespread implementation of ultrasound-based teaching initiatives in medical schools the world over, including some with integration throughout the entire curriculum; a trend that likely will continue to grow. Anat Sci Educ 10: 176-189. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

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Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

2013-01-01

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Copyright © 2013 American Association of Anatomists.

A three-year prospective longitudinal cohort study of medical students' attitudes toward anatomy teaching and their career aspirations.

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Bhangu, Aneel; Boutefnouchet, Tarek; Yong, Xu; Abrahams, Peter; Joplin, Ruth

2010-01-01

Today's medical students are faced with numerous learning needs. Continuously developing curricula have reduced time for basic science subjects such as anatomy. This study aimed to determine the students' views on the relevance of anatomy teaching, anatomical knowledge, and the effect these have on their career choices. A Likert scale questionnaire was distributed to second year medical students [response rate 91% (n = 292/320)]. The same questionnaire was subsequently distributed to the cohort three years later when they were final year students [response rate 37% (n = 146/392)]. Students in both the cohorts of study agreed strongly that clinically correlated anatomical teaching was relevant to clinical practice (92% and 86% of second and final year respondents, respectively) and helped them during their clinical placements (73% and 92%, respectively). Only 28% of the second year and 31% of the final year students agreed that their anatomy teaching prepared them to interpret clinical images (P = 0.269). Only 14% of the final year students felt confident in their knowledge of anatomy. Of the final year students, 30% felt that they had enough opportunity to scrub in the operating room. Nearly half of those students who would consider surgery as a career (19%) think that they will eventually become surgeons (11%). This data suggests that modern anatomy curriculum should focus on clinical correlations and clinical image interpretation. Students would value more opportunities to participate in surgeries. Vertical integration of anatomy teaching throughout the full medical course may be useful. Copyright 2010 American Association of Anatomists.

Head and Neck Anatomy: Effect of Focussed Near-Peer Teaching on Anatomical Confidence in Undergraduate Medical Students.

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Morris, Simon; Osborne, Max Sallis; Bowyer, Duncan

2018-05-11

To assess the effect of near-peer head and neck anatomy teaching on undergraduates and to quantify the benefit from a focussed teaching course. Near-peer teaching involves colleagues within close seniority and age proximity teaching one another on a specified topic. Small group teaching sessions were delivered to medical students on 3 key areas of ENT anatomy. Participants were given a precourse and postcourse questionnaire to determine the benefit attained from the course. An undergraduate anatomy course taking place at the University of Birmingham Medical School. A total of 30 medical students: 15 preclinical (years 1-2) and 15 clinical (years 3-5) medical students participated from a single institution. A total of 71% of students expressed inadequate teaching of head and neck anatomy in undergraduate curriculum. All students (n = 30) expressed benefit from the course, however the patterns of learning differed: preclinical students showed a significant improvement in both their ability to name anatomical structures and their application (p peer learning provides benefit to all medical undergraduates in the context of teaching anatomy which may make it a valuable teaching tool for the future of medical education. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Student Perceptions of an Upper-Level, Undergraduate Human Anatomy Laboratory Course without Cadavers

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Wright, Shirley J.

2012-01-01

Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This…

Correlation of ultrasound appearance, gross anatomy, and histology of the femoral nerve at the femoral triangle.

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Lonchena, Tiffany K; McFadden, Kathryn; Orebaugh, Steven L

2016-01-01

Correlation between ultrasound appearance, gross anatomic characteristics, and histologic structure of the femoral nerve (FN) is lacking. Utilizing cadavers, we sought to characterize the anatomy of the FN, and provide a quantitative measure of its branching. We hypothesize that at the femoral crease, the FN exists as a group of nerve branches, rather than a single nerve structure, and secondarily, that this transition into many branches is apparent on ultrasonography. Nineteen preserved cadavers were investigated. Ultrasonography was sufficient to evaluate the femoral nerve in nine specimens; gross dissection was utilized in all 19. Anatomic characteristics were recorded, including distances from the inguinal ligament to femoral crease, first nerve branch, and complete arborization of the nerve. The nerves from nine specimens were excised for histologic analysis. On ultrasound, the nerve became more flattened, widened, and less discrete as it coursed distally. Branching of the nerve was apparent in 12 of 18 images, with mean distance from inguinal ligament of 3.9 (1.0) cm. However, upon dissection, major branching of the femoral nerve occurred at 3.1 (1.0) cm distal to the inguinal ligament, well proximal to the femoral crease. Histologic analysis was consistent with findings at dissection. The femoral nerve arborizes into multiple branches between the inguinal ligament and the femoral crease. Initial branching is often high in the femoral triangle. As hypothesized, the FN exists as a closely associated group of nerve branches at the level of the femoral crease; however, the termination of the nerve into multiple branches is not consistently apparent on ultrasonography.

[Docimological analysis of the anatomy test for the PCEMII final exam in Dakar].

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Ouedraogo, T; Dia, A; Lo, E A; Cisse, A M; Ndiaye, A; Mauppin, J M; Sow, M L; Mudry, J N; Benkhelil, J

1991-01-01

This docimological analysis is based on computer treatment of the results of the anatomy exam for the two sessions of July (159 candidates) and October (56 candidates) of the identification questions, discrimination questions, coupling (paining), grouping, association and diagram labelling. The results were appraised following certain parameters: the gross score revealed a rather low average score for the whole class (14.57 and 9.57 over 30): the low success rate in July and the average figure of October indicate, in general, either the difficulty of the questions for the students or a bad reception of the message; the bad discrimination index, since only 21% of the questions are of the discriminatory type. This finding pointed to a revision of 50 of the 68 questions of July and 53 of the 68 questions of October. On the whole, only 15 questions, over the two sessions, could have been kept unchanged for an eventual bank (stock of data): The correlation coefficient has showed a significant relation between success in the anatomy subject and success in the PCEM2 exam. This work has showed the possibilities that computers may offer in the teaching of anatomy and the evaluation of students. Besides, it emphasizes the importance of the anatomy grade in the PCEM2 exam. Finally, the mode evaluation used help exploring the various levels of the cognitive areas (memorization, interpretation of data, problem-solving) and to build up a bank of anatomy questions.

An Augmented Reality magic mirror as additive teaching device for gross anatomy.

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Kugelmann, Daniela; Stratmann, Leonard; Nühlen, Nils; Bork, Felix; Hoffmann, Saskia; Samarbarksh, Golbarg; Pferschy, Anna; von der Heide, Anna Maria; Eimannsberger, Andreas; Fallavollita, Pascal; Navab, Nassir; Waschke, Jens

2018-01-01

When preparing young medical students for clinical activity, it is indispensable to acquaint them with anatomical section images which enable them to use the clinical application of imaging methods. A new Augmented Reality Magic Mirror (AR MM) system, which provides the advantage of a novel, interactive learning tool in addition to a regular dissection course, was therefore tested and evaluated by 880 first-year medical students as part of the macroscopic anatomy course in 2015/16 at Ludwig-Maximilians-Universität (LMU) in Munich. The system consists of an RGB-D sensor as a real-time tracking device, which enables the system to link a deposited section image to the projection of the user's body, as well as a large display mimicking a real-world physical mirror. Using gesture input, the users have the ability to interactively explore radiological images in different anatomical intersection planes. We designed a tutorial during which students worked with the system in groups of about 12 and evaluated the results. Subsequently, each participant was asked to assess the system's value by filling out a Likert-scale questionnaire. The respondents approved all statements which stressed the potential of the system to serve as an additional learning resource for anatomical education. In this case, emphasis was put on active learning, 3-dimensional understanding, and a better comprehension of the course of structures. We are convinced that such an AR MM system can be beneficially installed into anatomical education in order to prepare medical students more effectively for the clinical standards and for more interactive, student-centered learning. Copyright © 2017. Published by Elsevier GmbH.

Anatomy Education in Namibia: Balancing Facility Design and Curriculum Development

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Wessels, Quenton; Vorster, Willie; Jacobson, Christian

2012-01-01

The anatomy curriculum at Namibia's first, and currently only, medical school is clinically oriented, outcome-based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed…

Are your students ready for anatomy and physiology? Developing tools to identify students at risk for failure.

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Gultice, Amy; Witham, Ann; Kallmeyer, Robert

2015-06-01

High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online pilot survey was administered to 200 biology students. The survey results revealed several predictive factors related to academic preparation and prompted a comprehensive analysis of college records of >2,000 biology students over a 5-yr period. Using these historical data, a model that was 91% successful in predicting student success in these courses was developed. The results of the present study support the use of surveys and similar models to identify at-risk students and to provide guidance in the development of evidence-based advising programs and pedagogies. This comprehensive approach may be a tangible step in improving student success for students from a wide variety of backgrounds in anatomy and physiology courses. Copyright © 2015 The American Physiological Society.

Introducing Gross Pathology to Undergraduate Medical Students in the Dissecting Room

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Wood, Andrew; Struthers, Kate; Whiten, Susan; Jackson, David; Herrington, C. Simon

2010-01-01

Pathology and anatomy are both sciences that contribute to the foundations of a successful medical career. In the past decade, medical education has undergone profound changes with the development of a core curriculum combined with student selected components. There has been a shift from discipline-based teaching towards problem-based learning.…

SnapAnatomy, a computer-based interactive tool for independent learning of human anatomy.

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Yip, George W; Rajendran, Kanagasuntheram

2008-06-01

Computer-aided instruction materials are becoming increasing popular in medical education and particularly in the teaching of human anatomy. This paper describes SnapAnatomy, a new interactive program that the authors designed for independent learning of anatomy. SnapAnatomy is primarily tailored for the beginner student to encourage the learning of anatomy by developing a three-dimensional visualization of human structure that is essential to applications in clinical practice and the understanding of function. The program allows the student to take apart and to accurately put together body components in an interactive, self-paced and variable manner to achieve the learning outcome.

Quantitative and qualitative analysis of student tutors as near-peer teachers in the gross anatomy course.

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Walser, J; Horneffer, A; Oechsner, W; Huber-Lang, M; Gerhardt-Szep, S; Boeckers, A

2017-03-01

Peer teaching is a well-established teaching method in medical education. During the 2012/13 winter term, the Institute of Anatomy and Cell Biology in Ulm, Germany, introduced a longitudinal didactics program ("Train the Tutor": TtT) to train student tutors as near-peer teachers (NPT) in the dissection course (DC). Twenty-three of 38 tutors participated in the programme. Our study describes the educational concept and the NPTs' activities in the dissection course. NPTs documented their activities on a daily basis in the form of semi-structured reports. A total of 575 reports were quantitatively and qualitatively analysed. Free-text analysis was performed using Grounded Theory followed by code quantification of all indications (n=1868). NPTs spend 61% of their time dissecting by themselves or supervising the tutee's dissection process. Organisational tasks had a larger share at the beginning of the course. Just before examinations the proportion of time spent giving feedback rose. Of all positive indications, 45% described experiences working with the tutees. In contrast, 68% of all negative indications were characterized by a self-critical reflection on their own activities. NPTs included all learning domains in their teaching, substantially functioning as teachers and role models to convey particular attitudes. TtT-Trained Tutors (NPT) clearly met the requirements of a practical course and adjusted their activities in response to the course's progress. NPTs were concerned about their tutees' attitudes and may need more professional support within the TtT program regarding this. Copyright © 2016 Elsevier GmbH. All rights reserved.

The availability of teaching–pedagogical resources used for promotion of learning in teaching human anatomy

Directory of Open Access Journals (Sweden)

Aragão JA

2013-08-01

Full Text Available José Aderval Aragão,1,5 Ana Terra Fonseca-Barreto,2 Ciro José Brito,1,3 Danilo Ribeiro Guerra,1 José Carlos Nunes-Mota,4 Francisco Prado Reis5 1Master's Degree Program in Physical Education, Universidade Federal de Sergipe (UFS, Aracaju, Sergipe, Brazil; 2School of Medicine, Universidade Federal de Sergipe (UFS, Aracaju, Sergipe, Brazil; 3Department of Physical Education, Universidade Federal de Sergipe (UFS, Aracaju, Sergipe, Brazil; 4Department of Morphology, (UFS, Aracaju, Sergipe, Brazil; 5School of Medicine, Universidade Tiradentes (UNIT, Aracaju, Sergipe, Brazil Abstract: Five hundred students attending higher education institutions in northeastern Brazil responded to questionnaires about their anatomy classes; students represented a variety of different health sciences disciplines. Analysis of the responses revealed the participation of teaching assistants in a large percentage of classes and the use of teaching resources, particularly images, from conventional radiographs to magnetic resonance images. The number of classes for cadaver dissection and the number of students with access to that type of class were small. In most cases, dissection was performed according to anatomic regions or systems. Medicine and nursing students had the highest number of practical dissection classes. Most students were assessed using practical and theoretical tests. Findings revealed conditions similar to those found elsewhere. Resources should be renewed and used to improve teaching for students whose courses demand the study of human anatomy. Keywords: educational assessments, gross anatomy, dissection, education medical undergraduate, anatomic models

Student perceptions and effectiveness of an innovative learning tool: Anatomy Glove Learning System.

Science.gov (United States)

Lisk, Kristina; McKee, Pat; Baskwill, Amanda; Agur, Anne M R

2015-01-01

A trend in anatomical education is the development of alternative pedagogical approaches to replace or complement experiences in a cadaver laboratory; however, empirical evidence on their effectiveness is often not reported. This study aimed to evaluate the effectiveness of Anatomy Glove Learning System (AGLS), which enables students to learn the relationship between hand structure and function by drawing the structures onto a worn glove with imprinted bones. Massage therapy students (n = 73) were allocated into two groups and drew muscles onto either: (1) the glove using AGLS instructional videos (3D group); or (2) paper with palmar/dorsal views of hand bones during an instructor-guided activity (2D group). A self-confidence measure and knowledge test were completed before, immediately after, and one-week following the learning conditions. Self-confidence of hand anatomy in the 3D group gradually increased (3.2/10, 4.7/10, and 4.8/10), whereas self-confidence in the 2D group began to decline one-week later (3.2/10, 4.4/10, and 3.9/10). Knowledge of hand anatomy improved in both groups immediately after learning, (P learning tool (mean = 8.6 ± 2.2). This study provides evidence demonstrating that AGLS and the traditional 2D learning approach are equally effective in promoting students' self-confidence and knowledge of hand anatomy. © 2014 American Association of Anatomists.

Learning Anatomy Enhances Spatial Ability

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Vorstenbosch, Marc A. T. M.; Klaassen, Tim P. F. M.; Donders, A. R. T.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M.

2013-01-01

Spatial ability is an important factor in learning anatomy. Students with high scores on a mental rotation test (MRT) systematically score higher on anatomy examinations. This study aims to investigate if learning anatomy also oppositely improves the MRT-score. Five hundred first year students of medicine ("n" = 242, intervention) and…

Is Student Knowledge of Anatomy Affected by a Problem-Based Learning Approach? A Review

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Williams, Jonathan M.

2014-01-01

A fundamental understanding of anatomy is critical for students on many health science courses. It has been suggested that a problem-based approach to learning anatomy may result in deficits in foundation knowledge. The aim of this review is to compare traditional didactic methods with problem-based learning methods for obtaining anatomy…

Educational value of pocket-sized ultrasound devices to improve understanding of ultrasound examination principles and sonographic anatomy for medical student.

Directory of Open Access Journals (Sweden)

Eun Young Kim

Full Text Available Medical students must understand the principles of ultrasonography (US, because US examinations are an important component of patient care in clinical practice. Pocket-sized ultrasound devices have the benefits of accessibility and ease of use. The primary objective of the present study was to evaluate the educational value of these devices in terms of improving medical student interest and understanding of US and sonographic anatomy.We added a US training program comprised of a self-study learning module and a hands-on training session to a two-week block curriculum of medical imaging for first year medical students (n = 40. Multiple pocket-sized US devices were used on a small-group basis during a single afternoon. Students were asked to complete a questionnaire before and after the US training session; these two questionnaires contained 6 and 10 questions, respectively, which were rated by students using a five-point Likert scale. In addition, understanding of sonographic anatomy was tested before and after the training program.Forty students completed the two questionnaires and the anatomy-related tests. Students found the program educationally valuable (4.37 ± 0.54 of 5 and reported that US practice was useful for improving their understanding of the principles of US examinations (4.23 ± 0.66 of 5 and sonographic anatomy (4.40 ± 0.55 of 5. Overall confidence at performing US examinations and understanding of sonographic anatomy were significantly increased after US training (increased overall confidence score, 1.87 ± 0.91 and improvement in sonographic anatomy score, 6.55 ± 1.55, p values < 0.001.US training using pocket-sized ultrasound devices was found to be educationally valuable for medical students in terms of improving understanding of US principles and familiarizing students with sonographic anatomy.

Student Perceptions of Sectional CT/MRI Use in Teaching Veterinary Anatomy and the Correlation with Visual Spatial Ability: A Student Survey and Mental Rotations Test.

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Delisser, Peter J; Carwardine, Darren

2017-11-29

Diagnostic imaging technology is becoming more advanced and widely available to veterinary patients with the growing popularity of veterinary-specific computed tomography (CT) and magnetic resonance imaging (MRI). Veterinary students must, therefore, be familiar with these technologies and understand the importance of sound anatomic knowledge for interpretation of the resultant images. Anatomy teaching relies heavily on visual perception of structures and their function. In addition, visual spatial ability (VSA) positively correlates with anatomy test scores. We sought to assess the impact of including more diagnostic imaging, particularly CT/MRI, in the teaching of veterinary anatomy on the students' perceived level of usefulness and ease of understanding content. Finally, we investigated survey answers' relationship to the students' inherent baseline VSA, measured by a standard Mental Rotations Test. Students viewed diagnostic imaging as a useful inclusion that provided clear links to clinical relevance, thus improving the students' perceived benefits in its use. Use of CT and MRI images was not viewed as more beneficial, more relevant, or more useful than the use of radiographs. Furthermore, students felt that the usefulness of CT/MRI inclusion was mitigated by the lack of prior formal instruction on the basics of CT/MRI image generation and interpretation. To be of significantly greater use, addition of learning resources labeling relevant anatomy in tomographical images would improve utility of this novel teaching resource. The present study failed to find any correlation between student perceptions of diagnostic imaging in anatomy teaching and their VSA.

Medical students and professional anatomists do not perceive gender bias within imagery featuring anatomy.

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Morgan, Susan; Plaisant, Odile; Lignier, Baptiste; Moxham, Bernard J

2017-09-01

Previous studies suggest that, while both medical students and professional anatomists recognize the importance of gender issues and do not wish to associate with sexism, most are unaware of the possible negative aspects of sexism within anatomy (Morgan et al. , J. Anat. 224:352-365; , Clin. Anat. 29:892-910). To further investigate this issue, we provided second year medical students at Cardiff University (n = 293) and at the University of Paris Descartes, Sorbonne Paris Cité (n = 142) and professional anatomists (n = 208) with a questionnaire inviting them to address the possibility that gender factors within anatomical imagery (both historical and contemporary) hinder the dispassionate representation of anatomy. Ethical approval for the survey was obtained from the universities at both Cardiff and Paris. In the light of previous findings, the hypothesis tested was that medical students and professional anatomists do not perceive a gender bias when reflected in imagery that is based on anatomical iconography. Our survey results support this hypothesis and suggest that most students and anatomists are unaware of the possible negative aspects of sexism within the culture of anatomy. We consequently recommend that teachers of anatomy and authors of anatomical textbooks should be aware of the possibility of adverse effects on professional matters relating to equality and diversity issues when using imagery. Clin. Anat. 30:711-732, 2017. © 2017Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Drawing on student knowledge in human anatomy and physiology

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Slominski, Tara Nicole

Prior to instruction, students may have developed alternative conceptions about the mechanics behind human physiology. To help students re-shape these ideas into correct reasoning, the faulty characteristics reinforcing the alternative conceptions need to made explicit. This study used student-generated drawings to expose alternative conceptions Human Anatomy and Physiology students had prior to instruction on neuron physiology. Specifically, we investigated how students thought about neuron communication across a synapse (n=355) and how neuron activity can be modified (n=311). When asked to depict basic communication between two neurons, at least 80% of students demonstrated incorrect ideas about synaptic transmission. When targeting spatial and temporal summation, only eleven students (3.5%) were able to accurately depict at least one form of summation. In response to both drawing questions, student drawings revealed multiple alternative conceptions that resulted in a deeper analysis and characterization of the wide variation of student ideas.

Gross anatomy of the intestine and its mesentery in the nutria (Myocastor coypus).

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Pérez, W; Lima, M; Bielli, A

2008-11-01

The intestines and mesentery of the nutria (Myocastor coypus) have not been fully described. In the present study 30 adult nutrias were studied using gross dissection. The small intestine was divided into the duodenum, jejunum and ileum as usual. The duodenum started at the pylorus with a cranial portion, which dilated forming a duodenal ampulla. The ileum was located within the concavity of the caecum and attached to the coiled caecum by means of the iliocaecal fold. The ascending colon had two ansae, one proximal and one distal. The proximal ansa was fixed to the caecum by the caecocolic fold. The base of the caecum and a short proximal part of the ascending colon belonging to the proximal ansa were attached to the mesoduodenum descendens. The distal ansa of the ascending colon had a proximal part which was sacculated and a distal part which was smooth. The two parts of the distal ansa of the ascending colon were parallel and joined by a flexure of variable localisation. The smooth part of the distal ansa of the ascending colon was attached to the initial portion of the descending colon by a peritoneal fold. The short transverse colon was directly attached to the mesoduodenum and greater omentum. In conclusion, we have described the anatomy of the intestines of the nutria and its mesentery in detail, and provided a nomenclature list adapted to the Nomina Anatomica Veterinaria.

The use of porcine corrosion casts for teaching human anatomy.

Science.gov (United States)

Eberlova, Lada; Liska, Vaclav; Mirka, Hynek; Tonar, Zbynek; Haviar, Stanislav; Svoboda, Milos; Benes, Jan; Palek, Richard; Emingr, Michal; Rosendorf, Jachym; Mik, Patrik; Leupen, Sarah; Lametschwandtner, Alois

2017-09-01

In teaching and learning human anatomy, anatomical autopsy and prosected specimens have always been indispensable. However, alternative methods must often be used to demonstrate particularly delicate structures. Corrosion casting of porcine organs with Biodur E20 ® Plus is valuable for teaching and learning both gross anatomy and, uniquely, the micromorphology of cardiovascular, respiratory, digestive, and urogenital systems. Assessments of casts with a stereomicroscope and/or scanning electron microscope as well as highlighting cast structures using color coding help students to better understand how the structures that they have observed as two-dimensional images actually exist in three dimensions, and students found using the casts to be highly effective in their learning. Reconstructions of cast hollow structures from (micro-)computed tomography scans and videos facilitate detailed analyses of branching patterns and spatial arrangements in cast structures, aid in the understanding of clinically relevant structures and provide innovative visual aids. The casting protocol and teaching manual we offer can be adjusted to different technical capabilities and might also be found useful for veterinary or other biological science classes. Copyright © 2017 Elsevier GmbH. All rights reserved.

The effect of content delivery style on student performance in anatomy.

Science.gov (United States)

White, Lloyd J; McGowan, Heath W; McDonald, Aaron C

2018-04-12

The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Surgical anatomy of the nail apparatus.

NARCIS (Netherlands)

Haneke, E.

2006-01-01

Nail surgery is an integral part of dermatologic surgery. An in-depth knowledge of the anatomy, biology, physiology, and gross pathology of the entire nail unit is essential. In particular, knowledge of nail histopathology is necessary to perform diagnostic nail biopsies and other nail procedures

Gross anatomy of the gastrointestinal tract in reindeer, free-living and fed baled timothy silage in summer and winter

Directory of Open Access Journals (Sweden)

Tove H. Aagnes

1996-01-01

Full Text Available The gross anatomy of the gastrointestinal (GI tract was investigated in reindeer calves (Rangtfer tarandus tarandus, free-living and fed two different qualities of timothy silage in September 1992 (summer and April 1993 (winter and related to the body condition. At both seasons nine male reindeer calves were taken from a natural pasture. Three animals were slaughtered directly (NP reindeer, three offered first cut (FC silage and three regrowth (RG silage ad lib., for 46 days. The FC silage contained 27% leaves and 57.8% dry matter (DM cell wall content (CWC and the RG silage 89 % leaves, and 38.7% DM CWC. The reticulo-rumen (RR digesta wet weight in the NP reindeer in summer was 6.7-7.7% of body mass (BM, compared to 25.1-32.8% and 9.6-12.9% of BM, respectively, in the animals fed FC and RG silage. In winter the RR digesta wet weight relative to BM in the NP reindeer and in the animals fed FC and RG silages were 9-5-11.5%, 25.4-33.3% and 10.4-18.3%, respectively. The distal fermentation chamber (DFC digesta wet weight in the NP animals in summer was 0.48-0.80% of BM, compared to 0.77-1.26% and 0.57¬0.65% of BM, respectively, in the animals fed FC and RG silage. In winter the DFC digesta wet weight relative to BM in the animals fed FC and RG silage did not differ significantly from the summer values (P>0.05, while in the NP reindeer it was 1.0-1.2% of BM which is significantly greater than in summer (P<0.05. The differences in relative weight of the fermentation chambers between the animals fed FC and RG silage both summer and winter were not reflected in total BM, which was similar in all groups fed silage. This is explained by a significantly lower carcass weight in the animals fed FC silage compared to the animals fed RG silage. Thus, the GI-tract gross anatomy in the silage fed animals seem to be highly affected by the plant structure and composition, and not by the season.

Short communication: Characteristics of student success in an undergraduate physiology and anatomy course.

Science.gov (United States)

Gwazdauskas, F C; McGilliard, M L; Corl, B A

2014-10-01

Several factors affect the success of students in college classes. The objective of this research was to determine what factors affect success of undergraduate students in an anatomy and physiology class. Data were collected from 602 students enrolled in the Agriculture and Life Sciences (ALS) 2304 Animal Physiology and Anatomy course from 2005 through 2012. The data set included 476 females (79.1%) and 126 males (20.9%). Time to complete exams was recorded for each student. For statistical analyses, students' majors were animal and poultry sciences (APSC), agricultural sciences, biochemistry, biological sciences, dairy science, and "other," which combined all other majors. All analyses were completed using the GLIMMIX procedure of SAS (SAS Institute Inc., Cary, NC). Gender, major, matriculation year, major by year interaction, gender by year interaction, and time to complete the exam affected final course grade. The significant gender effect was manifested in the final grade percentage of 75.9 ± 0.4 for female students compared with 72.3 ± 0.6 for male students. Junior males had final course grades comparable with those of females, but sophomore and senior males had lower final course grades than other combinations. Biology majors had a final grade of 82.4 ± 0.6 and this grade was greater than all other majors. Students classified as "other" had a final score of 74.4 ± 0.8, which was greater than agricultural science majors (69.5 ± 0.9). The APSC grade (72.6 ± 0.5) was higher than the agricultural science majors. Junior students had significantly greater final grades (76.1 ± 0.5) than sophomores (73.3 ± 0.6) and seniors (72.9 ± 0.9). All biology students had greater final grades than all other majors, but biochemistry juniors had greater final course grades than APSC, agricultural science, and dairy science juniors. "Other" seniors had greater final course grades than agricultural science seniors. The regression for time to complete the exam was

The Anatomy of Learning Anatomy

Science.gov (United States)

Wilhelmsson, Niklas; Dahlgren, Lars Owe; Hult, Hakan; Scheja, Max; Lonka, Kirsti; Josephson, Anna

2010-01-01

The experience of clinical teachers as well as research results about senior medical students' understanding of basic science concepts has much been debated. To gain a better understanding about how this knowledge-transformation is managed by medical students, this work aims at investigating their ways of setting about learning anatomy.…

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students.

Science.gov (United States)

Eagleton, Saramarie

2015-09-01

Lecturers have reverted to using a "blended" approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also "grade oriented" rather than "learning oriented" as they indicated that they were more concerned about results than "owning" the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology. Copyright © 2015 The American Physiological Society.

"Digit anatomy": a new technique for learning anatomy using motor memory.

Science.gov (United States)

Oh, Chang-Seok; Won, Hyung-Sun; Kim, Kyong-Jee; Jang, Dong-Su

2011-01-01

Gestural motions of the hands and fingers are powerful tools for expressing meanings and concepts, and the nervous system has the capacity to retain multiple long-term motor memories, especially including movements of the hands. We developed many sets of successive movements of both hands, referred to as "digit anatomy," and made students practice the movements which express (1) the aortic arch, subclavian, and thoracoacromial arteries and their branches, (2) the celiac trunk, superior mesenteric artery and their branches, and formation of the portal vein, (3) the heart and the coronary arteries, and (4) the brachial, lumbar, and sacral plexuses. A feedback survey showed that digit anatomy was helpful for the students not only in memorizing anatomical structures but also in understanding their functions. Out of 40 students, 34 of them who learned anatomy with the help of digit anatomy were "very satisfied" or "generally satisfied" with this new teaching method. Digit anatomy that was used to express the aortic arch, subclavian, and thoracoacromial arteries and their branches was more helpful than those representing other structures. Although the movements of digit anatomy are expected to be remembered longer than the exact meaning of each movement, invoking the motor memory of the movement may help to make relearning of the same information easier and faster in the future. Copyright © 2011 American Association of Anatomists.

Are medical students being taught anatomy in a way that best prepares them to be a physician?

DEFF Research Database (Denmark)

Meral Savran, Mona; Tranum-Jensen, Jørgen; Frost Clementsen, Paul

2015-01-01

was assessed by administering the tests to clinical consultants, anatomy teachers, and pre-course medical students. Post-course medical students took both tests to explore the focus of the course, i.e., whether it facilitated clinical reasoning. RESULTS: The pre-course students scored significantly lower than...... the teachers and post-course students on both tests and lower than the consultants on the consultants' test (P students (P ... tests). The post-course students scored significantly lower on the consultants' test (P = 0.001) and significantly higher on the teachers' test (P = 0.02) than the consultants. CONCLUSIONS: This study demonstrates poor performances by medical students on a test containing clinically relevant anatomy...

Factors that affect medical students' performance in Anatomy in the ...

African Journals Online (AJOL)

Background: Much attention has been drawn to the area of medical education in contemporary times with the aim of developing effective teaching strategies in our medical schools. Objectives: To identify the problems encountered by students in the study of Anatomy and suggest ways of enhancing their performance in the ...

Orthopedic Resident Anatomy Review Course: A Collaboration between Anatomists and Orthopedic Surgeons

Science.gov (United States)

DeFriez, Curtis B.; Morton, David A.; Horwitz, Daniel S.; Eckel, Christine M.; Foreman, K. Bo; Albertine, Kurt H.

2011-01-01

A challenge for new residents and senior residents preparing for board examinations is refreshing their knowledge of basic science disciplines, such as human gross anatomy. The Department of Orthopaedics at the University of Utah School of Medicine has for many years held an annual Orthopedic Resident Anatomy Review Course during the summer months…

A pilot study comparing the use of Thiel- and formalin-embalmed cadavers in the teaching of human anatomy.

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Balta, Joy Y; Lamb, Clare; Soames, Roger W

2015-01-01

Formalin had traditionally been used to preserve human material to teach gross anatomy. In 2008 the Centre for Anatomy and Human Identification (CAHID) at the University of Dundee embarked on the use of the Thiel method of embalming. The aim of this pilot study was to assess the difference between formalin-embalmed cadavers (FEC) and Thiel-embalmed cadavers (TEC) used for teaching and surgical training. Three different questionnaires were prepared for data collection from undergraduate and postgraduate students and clinical staff. All undergraduate and postgraduate students as well as clinical staff commented on the appearance of the TEC. There was no overall consensus concerning the use of TEC, some respondents preferred TEC for the entire dissection, some only for certain areas such as the musculoskeletal system. On a technical level TEC were considered less hazardous then FEC by one-third of participants with fewer than 10% regarding TEC as more irritating than FEC. Psychologically, 32.7% of undergraduate students expressed the view that TEC made them feel more uncomfortable compared with FEC because of their life-like appearance. However, 57.1% of undergraduate students encountered the same uncomfortable feelings when viewing both TEC and FEC. The use of Thiel-embalmed cadavers to teach anatomy has an added value, though further research is required over longer periods of time to identify its best usage. © 2014 American Association of Anatomists.

Back to the future with hands-on science: students' perceptions of learning anatomy and physiology.

Science.gov (United States)

Johnston, Amy Nicole Burne; McAllister, Margaret

2008-09-01

This article examines student perceptions of learning related to anatomy and physiology in a bachelor of nursing program. One strategy to teach the sciences is simulated learning, a technology that offers exciting potential. Virtual environments for laboratory learning may offer numerous benefits: teachers can convey information to a larger group of students, reducing the need for small laboratory classes; less equipment is required, thus containing ongoing costs; and students can learn in their own time and place. However, simulated learning may also diminish access to the teacher-student relationship and the opportunity for guided practice and guided linking of theory with practice. Without this hands-on experience, there is a risk that students will not engage as effectively, and thus conceptual learning and the development of critical thinking skills are diminished. However, student perceptions of these learning experiences are largely unknown. Thus, this study examined students' perceptions of anatomy and physiology laboratory experiences and the importance they placed on hands-on experience in laboratory settings.

Blended Learning in Anatomy Teaching for Non-Medical Students: An Innovative Approach to the Health Professions Education

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Olivia Miu Yung Ngan

2018-06-01

Full Text Available Purpose: Anatomy is a basic science for health professions curricula. Recent research suggests that the innovative blended learning approach (classroom learning plus use of online learning outperforms conventional didactic teaching by facilitating effective learning. This study explores the feasibility of adopting blended learning in anatomy teaching and evaluates the learning experiences of students. Method: Courseware called electronic Professional Study (ePS was developed and used for teaching anatomy of the cardiovascular system for non-medical students. ePS composed of three condensed, recorded course lectures, revision guides, and gamified quizzes. These were placed on the Web platform for students to watch before didactic lecture. Scheduled class periods were dedicated to participating in active-learning exercises. By the end of the academic semester, the courseware evaluation was implemented using a set of 5-point Likert scale questions. The e-questionnaire was distributed to a convenience sample of Year-2 full-time undergraduate students majoring in pharmacy enrolled in an introductory course in anatomy and physiology. Multiple linear regression was conducted to examine the relationship between courseware usage and examination results. Results: All enrolled students (n = 53 completed and returned the questionnaire. About 38% used the courseware less than ten times during the semester, and 7.5% never used it. e-Questionnaire shows that a majority agreed that the courseware content was clearly presented and easy to navigate. Multiple regression shows that courseware usage did not contribute significantly to the performance. Conclusions: Blended learning was perceived positively by most students. However, no effect on learning could be established. Keywords: Anatomy, Health profession education, Micro-module, Medical education, e-learning Courseware, Gamification, Hong Kong

Transforming information for computer-aided instruction: using a Socratic Dialogue method to teach gross anatomy.

Science.gov (United States)

Constantinou, P; Daane, S; Dev, P

1994-01-01

Traditional teaching of anatomy can be a difficult process of rote memorization. Computers allow information presentation to be much more dynamic, and interactive; the same information can be presented in multiple organizations. Using this idea, we have implemented a new pedagogy for computer-assisted instruction in The Anatomy Lesson, an interactive digital teacher which uses a "Socratic Dialogue" metaphor, as well as a textbook-like approach, to facilitate conceptual learning in anatomy.

Teaching Anatomy: need or taste?

OpenAIRE

Farrokhi, Ahmad; Nejad, Masoume Soleymani

2017-01-01

Abstract Background: Anatomy is one of the core sections of Basic Medical Sciences. Given the central role of anatomy, the development of medical knowledge and reach new horizons in science is not possible without relying on anatomy. Since in the anatomy science, students are familiar with the basic terms of medical language, the anatomy's hard to know and have a negative attitude towards this course. With these conditions, anatomy professors have an important role in providing incentives...

Production and use of plastinated anatomical specimens as teaching and learning tools in veterinary gross anatomy in the Caribbean

OpenAIRE

Reda Mohamed; Roger John

2018-01-01

Objective: Veterinary Anatomy is considered as the backbone subject in the veterinary medicine program. Formalized specimens were not very much accepted by the veterinary students due to their wetness, bad smell and potential harmful effects. Plastination has evolved as a new technique for prolonged preservation of specimens by replacing the water and fat by a curable plastic polymer. Material and methods: The process of plastination involved fixation, dehydration, impregnation and cu...

Student and Recent Graduate Perspectives on Radiological Imaging Instruction during Basic Anatomy Courses

Science.gov (United States)

Phillips, Andrew W.; Eason, Hunter; Straus, Christopher M.

2018-01-01

Recently, faculty at Pritzker School of Medicine, The University of Chicago, have made efforts to improve the depth of radiological anatomy knowledge that students have, but no insights exist as to student and resident opinions of how clinically helpful deep anatomical understanding is. A single-institution survey of second- and fourth-year…

Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students.

Science.gov (United States)

Attardi, Stefanie M; Barbeau, Michele L; Rogers, Kem A

2018-03-01

An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

The Use of Limericks to Engage Student Interest and Promote Active Learning in an Undergraduate Course in Functional Anatomy

Science.gov (United States)

Carnegie, Jacqueline A.

2012-01-01

The study of anatomy is a content-dense discipline with a challenging vocabulary. A mnemonic is a series of letters, a word, a phrase, or a rhyme that students can use when studying to facilitate recall. This project was designed to promote active learning in undergraduate students studying anatomy and physiology by asking them to create limericks…

Sexism and anatomy, as discerned in textbooks and as perceived by medical students at Cardiff University and University of Paris Descartes.

Science.gov (United States)

Morgan, Susan; Plaisant, Odile; Lignier, Baptiste; Moxham, Bernard J

2014-03-01

Contemporary textbooks of anatomy and surface anatomy were evaluated to ascertain whether they were gender-neutral. The evidence of this, and previous studies, suggests that, both in terms of imagery and text, many textbooks lack neutrality. To further investigate such matters, we provided second-year medical students studying at Cardiff University (n = 293) and at the Paris Descartes University (n = 142) during the 2011-2012 academic year with a questionnaire inviting them to address the possibility that social/gender factors hinder the dispassionate representation of anatomy. Ethical approval was obtained from both Cardiff and Paris universities. Eighty-six percent of the students at Cardiff and 39% at Paris Descartes responded and provided data for analysis. The hypothesis tested is that medical students perceive a gender bias that is reflected in the books they read and the tuition they receive. Our findings suggest that, while students recognise the importance of gender issues and do not wish to associate with sexism, most are unaware of the possible negative aspects of sexism within anatomy. In this respect, the findings do not support our hypothesis. Nevertheless, we recommended that teachers of anatomy and authors of anatomy textbooks should be aware of the possibility of adverse effects on professional matters relating to equality and diversity issues. © 2013 Anatomical Society.

Anatomy and Physiology. Module Set II: Major Body Systems. Teacher Edition [and] Student Edition. Surgical Technology.

Science.gov (United States)

Hilley, Robert

This document, which is the second part of a two-part set of modules on anatomy and physiology for future surgical technicians, contains the teacher and student editions of an introduction to anatomy and physiology that consists of modules on the following body systems: integumentary system; skeletal system; muscular system; nervous system;…

Correlation between ultrasound imaging, cross-sectional anatomy, and histology of the brachial plexus: a review.

Science.gov (United States)

van Geffen, Geert J; Moayeri, Nizar; Bruhn, Jörgen; Scheffer, Gert J; Chan, Vincent W; Groen, Gerbrand J

2009-01-01

The anatomy of the brachial plexus is complex. To facilitate the understanding of the ultrasound appearance of the brachial plexus, we present a review of important anatomic considerations. A detailed correlation of reconstructed, cross-sectional gross anatomy and histology with ultrasound sonoanatomy is provided.

Gross anatomy of pancreatic surgery related fascia and fascial spaces.

Science.gov (United States)

Zhou, Xiaobo; Ding, Zihai

2014-01-01

The study aims to provide anatomical basis and identify surgical planes or safe routes for pancreatic surgery by studying adult or fresh cadaver specimens. Thirty formalin-fixed adult cadavers (16 males and 14 females), provided by the Department of Anatomy at Southern Medical University, China, were perfused with red latex through the abdominal aorta, treated with antiseptic and antibacterial agents and then refrigerated. Fifteen abdomen specimens from fresh adult cadavers (Southern Medical body donation reception centers) were also perfused with red latex through the femoral artery and placed in -20 C freezer for 1 week before surgery and anatomic observation. The renal fascia surrounding pancreas and duodenum were mostly filled with loose connective tissues and adipose tissues. They were mutually connected with clear fascial borders but easily to be separated, suitable for surgical operations. Also, the integrating spaces were the connecting borders between different tissues without nerves or blood vessels inside. They may serve as ideal surgical planes for pancreatic surgery. A better understanding of the anatomy of the renal fascia and fascial spaces may provide guidance for identifying surgical landmarks and planes, and help to reduce bleeding and unnecessary side injuries in pancreatic surgery.

Optional Anatomy and Physiology e-Learning Resources: Student Access, Learning Approaches, and Academic Outcomes

Science.gov (United States)

Guy, Richard,; Byrne, Bruce; Dobos, Marian

2018-01-01

Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online…

Who Is Repeating Anatomy? Trends in an Undergraduate Anatomy Course

Science.gov (United States)

Schutte, Audra F.

2016-01-01

Anatomy courses frequently serve as prerequisites or requirements for health sciences programs. Due to the challenging nature of anatomy, each semester there are students remediating the course (enrolled in the course for a second time), attempting to earn a grade competitive for admissions into a program of study. In this retrospective study,…

Student Enrollment in a Supplement Course for Anatomy and Physiology Results in Improved Retention and Success

Science.gov (United States)

Hopper, Mari

2011-01-01

Anatomy and Physiology I (A&P 1) has one of the highest failure and withdrawal rates on campus. To increase academic success, a course to supplement A&P 1 (Supplement) was developed and taught by anatomy and physiology faculty. Primary goals for the Supplement included (1) early identification of students at risk for failing or withdrawal;…

Sexism within anatomy as perceived by professional anatomists and in comparison with the perceptions of medical students.

Science.gov (United States)

Morgan, Susan; Plaisant, Odile; Lignier, Baptiste; Moxham, Bernard J

2016-10-01

Two hundred and eight professional anatomists responded to a questionnaire inviting them to address the possibility that social/gender factors hinder the dispassionate representation of anatomy. Ethical approval for the study was obtained from Cardiff University. The results of the survey provided comparisons with the attitudes of medical students that have previously been reported (Morgan et al., 2014). Although a few differences were discerned between females and males in our surveys and between anatomists and medical students, overall our findings suggest that, while both professional anatomists and medical students recognize the importance of gender issues and do not wish to associate with sexism, most are unaware of the possible negative aspects of sexism within anatomy. We recommend that teachers of anatomy should become more aware of the possibility of adverse effects on professional matters relating to equality and diversity issues. Clin. Anat. 29:892-910, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Mixed Methods Student Evaluation of an Online Systemic Human Anatomy Course with Laboratory

Science.gov (United States)

Attardi, Stefanie M.; Choi, Suwhan; Barnett, John; Rogers, Kem A.

2016-01-01

A fully online section of an existing face-to-face (F2F) systemic human anatomy course with a prosection laboratory was offered for the first time in 2012-2013. Lectures for F2F students (N = 365) were broadcast in both live and archived format to online students (N = 40) using virtual classroom software. Laboratories were delivered online by a…

Enigmatic cranial superstructures among Chamorro ancestors from the Mariana Islands: gross anatomy and microanatomy.

Science.gov (United States)

Heathcote, Gary M; Bromage, Timothy G; Sava, Vincent J; Hanson, Douglas B; Anderson, Bruce E

2014-06-01

This study focuses on the gross anatomy, anatomic relations, microanatomy, and the meaning of three enigmatic, geographically patterned, and quasi-continuous superstructures of the posterior cranium. Collectively known as occipital superstructures (OSSs), these traits are the occipital torus tubercle (TOT), retromastoid process (PR), and posterior supramastoid tubercle (TSP). When present, TOT, PR, and TSP develop at posterior cranial attachment sites of the upper trapezius, superior oblique, and sternocleidomastoid muscles, respectively. Marked expression and co-occurrence of these OSSs are virtually circumscribed within Oceania and reach highest recorded frequencies in protohistoric Chamorros (CHamoru) of the Mariana Islands. Prior to undertaking scanning electron microscopy (SEM) work, our working multifactorial model for OSS development was that early-onset, long-term, and chronic activity-related microtrauma at enthesis sites led to exuberant reactive or reparative responses in a substantial minority of genetically predisposed (and mostly male) individuals. SEM imaging, however, reveals topographic patterning that questions, but does not negate, activity induction of these superstructures. Although OSSs appear macroscopically as relatively large and discrete phenomena, SEM findings reveal a unique, widespread, and seemingly systemic distribution of structures over the occipital surface that have the appearance of OSS microforms. Nevertheless, apparent genetic underpinnings, anatomic relationships with muscle entheses, and positive correlation of OSS development with humeral robusticity continue to suggest that these superstructures have potential to at once bear witness to Chamorro population history and inform osteobiographical constructions of chronic activity patterns in individuals bearing them. Further work is outlined that would illuminate the proximate and ultimate meanings of OSS. Copyright © 2014 Wiley Periodicals, Inc.

The Irritating Effects Of Exposure To Formaldehyde In User Students Of The Human Anatomy Laboratory

Directory of Open Access Journals (Sweden)

Jalles Dantas de Lucena

2017-07-01

Full Text Available Formaldehyde (FA is commonly used in cadaver fixation for years. FA vapors are released during the dissection process and macroscopic study of preserved anatomical pieces, raising their concentration in the Anatomy laboratory, causing greater exposure for students and teachers. Therefore, the objective of this study was to investigate toxic reactions in 37 students, through a questionnaire, produced by exposure to FA used for preservation of cadaveric material used in Anatomy, Morphofunctional Department, Faculdades Integradas de Patos (FIP, Brazil. Of the 37 interviewees, 26 (70.3% were affected by the unpleasant and irritating smell of FA, 10 (27% had no problems, and 1 (2.7% did not tolerate an irritation produced by FA, ​​not participating in the laboratory practical classes. Exposure to FA was followed by several symptoms: excessive lacrimation (54%, itchy eyes (48.5%, redness of the eyes (40.6%, coryza or congested nose (35.2% and respiratory distress (29.7%, with persistent symptoms during the permanence in the laboratory for 32.5% of the students. All students wear a lab coat for individual protection. However, only 8% used mascara and did not wear glasses, increasing the risk of contamination. Medical schools should encourage the use of Personal Protective Equipment (PPE for the manipulation of FA, ensuring the protection of students and teachers in the Anatomy laboratory. Besides finding alternatives for the replacement of FA in the conservation of corpses.

The attitudes of medical students in Europe toward the clinical importance of histology.

Science.gov (United States)

Moxham, Bernard John; Emmanouil-Nikoloussi, Elpida; Brenner, Erich; Plaisant, Odile; Brichova, Hana; Kucera, Tomas; Pais, Diogo; Stabile, Isobel; Borg, Jordy; Scholz, Michael; Paulsen, Friedrich; Luis Bueno-López, José; Alfonso Arraez Aybar, Luis; De Caro, Raffaele; Arsic, Stojanka; Lignier, Baptiste; Chirculescu, Andy

2017-07-01

Many studies have been undertaken to assess the attitudes of medical students to the clinical importance of gross anatomy. However, much less is known about their attitudes toward the clinical importance of histology. Using Thurstone and Chave methods to assess attitudes, over 2,000 early stage medical students across Europe provided responses to a survey that tested the hypothesis that the students have a high regard for histology's clinical relevance. Regardless of the university and country surveyed, and of the teaching methods employed for histology, our findings were not consistent with our hypotheses, students providing a more moderate assessment of histology's importance compared to gross anatomy but more positive than their attitudes toward embryology. Histology should play a significant role in medical education in terms of appreciating not just normal structure and function but also pathology. We conclude that teachers of histology should pay special attention to informing newly-recruited medical students of the significant role played by histology in attaining clinical competence and in underpinning their status as being learned members of a healthcare profession. This work was conducted under the auspices of the Trans-European Pedagogic Research Group (TEPARG). Clin. Anat. 30:635-643, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Relationship of creative projects in anatomy to medical student professionalism, test performance and stress: an exploratory study.

Science.gov (United States)

Shapiro, Johanna; Nguyen, Vincent P; Mourra, Sarah; Boker, John R; Ross, Marianne; Thai, Trung M; Leonard, Robert J

2009-11-03

The anatomy course offers important opportunities to develop professionalism at an early stage in medical education. It is an academically significant course that also engenders stress in some students. Over a three-year period, 115 of 297 students completed creative projects. Thirty-four project completers and 47 non-completers consented to participate in the study. Projects were analyzed for professionalism themes using grounded theory. A subset of project completers and non-completers were interviewed to determine their views about the stress of anatomy and medical school, as well as the value of the creative projects. We also compared test performance of project completers and non-completers. Projects completed early in the course often expressed ambivalence about anatomy, whereas later projects showed more gratitude and sense of awe. Project completers tended to report greater stress than noncompleters, but stated that doing projects reduced stress and caused them to develop a richer appreciation for anatomy and medicine. Project completers performed significantly lower than non-completers on the first written exam (pre-project). Differences between groups on individual exams after both the first and second creative project were nonsignificant. For some students, creative projects may offer a useful way of reflecting on various aspects of professionalism while helping them to manage stress.

Clinically related anatomy for physicists

International Nuclear Information System (INIS)

Wright, A.E.; Boyer, A.L.

1987-01-01

With the advent of CT and MR imaging, delineation of malignancies and the shaping of radiation treatment fields have become much more precise. Treatment planning in more than one transverse plane is more widely practiced as the use of sophisticated computers grow. These developments emphasize the need for the physicist to have a basic knowledge of human anatomy. This course is designed to familiarize the clinical physicist with the gross anatomy and topographic landmarks used by the physician in planning three-dimensional radiation treatment volumes. The significance of the various anatomic structures and their related lymphatics in the spread of disease is discussed. Emphasis is placed on disease entities that pose particular problems due to overlying or nearby healthy structures at risk

Detailed sectional anatomy of the spine

International Nuclear Information System (INIS)

Rauschning, W.

1985-01-01

Morphologic studies on the human spine constitute a special challenge because of the spine's complex topographic anatomy and the intimate relationship between the supporting skeleton and the contiguous soft tissues (muscles, discs, joint capsules) as well as the neurovascular contents of the spinal canal and intervertebral foramina. The improving resolution and multiplanar image reformatting capabilities of modern CT scanners call for accurate anatomic reference material. Such anatomic images should be available without distortion, in natural colors, and in considerable detail. The images should present the anatomy in the correct axial, sagittal, and coronal planes and should also be sufficiently closely spaced so as to follow the thin cuts of modern CT scanners. This chapter details one of several recent attempts to correlate gross anatomy with the images depicted by high-resolution CT. The methods of specimen preparation, sectioning, and photographing have been documented elsewhere

Are Your Students Ready for Anatomy and Physiology? Developing Tools to Identify Students at Risk for Failure

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Gultice, Amy; Witham, Ann; Kallmeyer, Robert

2015-01-01

High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online…

Anatomy by whole body dissection: a focus group study of students' learning experience.

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Burgess, Annette; Ramsey-Stewart, George

2015-01-01

The social construction of knowledge within medical education is essential for learning. Students' interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students' perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students' learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Situated cognition theory offers a valuable lens through which to view students' learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student-student and student-teacher interaction, was also beneficial for student learning.

Gross Anatomy classroom and dissection laboratory. An ethnographic approach to the study of human anatomy

Directory of Open Access Journals (Sweden)

María Belén López Castro

2016-06-01

Full Text Available The academic areas that rely on university chairs articulate teaching and research in particular ways. The aim of this paper is to describe the ways in which knowledge about the body is built from the work of the laboratories of dissection, without losing sight of its articulation with the anatomy lessons as a regular signature. From an ethnographic perspective, the proposal is to focus in the interventions over the dead body in the dissection laboratory based on the object of didactic transposition of the class.

Digital Cadavers: Online 2D Learning Resources Enhance Student Learning in Practical Head and Neck Anatomy within Dental Programs

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Mahmoud M. Bakr

2016-01-01

Full Text Available Head and neck anatomy provides core concepts within preclinical dental curricula. Increased student numbers, reduced curricula time, and restricted access to laboratory-based human resources have increased technology enhanced learning approaches to support student learning. Potential advantages include cost-effectiveness, off-campus access, and self-directed review or mastery opportunities for students. This study investigated successful student learning within a first-year head and neck anatomy course at the School of Dentistry and Oral Health, Griffith University, Australia, taught by the same teaching team, between 2010 and 2015. Student learning success was compared, for cohorts before and after implementation of a supplementary, purpose-designed online digital library and quiz bank. Success of these online resources was confirmed using overall students’ performance within the course assessment tasks and Student Evaluation of Course surveys and online access data. Engagement with these supplementary 2D online resources, targeted at improving laboratory study, was positively evaluated by students (mean 85% and significantly increased their laboratory grades (mean difference 6%, P<0.027, despite being assessed using cadaveric resources. Written assessments in final exams were not significantly improved. Expanded use of supplementary online resources is planned to support student learning and success in head and neck anatomy, given the success of this intervention.

Interactive radiological anatomy eLearning solution for first year medical students: Development, integration, and impact on learning.

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Webb, Alexandra Louise; Choi, Sunhea

2014-01-01

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification-based and guided learning activities related to normal and pathological X-ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre- and post-tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. © 2013 American Association of Anatomists.

Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students' study strategies, class performance, and reported VARK learning styles.

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Husmann, Polly R; O'Loughlin, Valerie Dean

2018-03-13

The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Students Helping Students: Evaluating a Pilot Program of Peer Teaching for an Undergraduate Course in Human Anatomy

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Bruno, Paul A.; Love Green, Jennifer K.; Illerbrun, Sara L.; Holness, Duncan A.; Illerbrun, Samantha J.; Haus, Kara A.; Poirier, Sylvianne M.; Sveinson, Katherine L.

2016-01-01

The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on…

Desing of a virtual interactive tutorial of the equine encephalon macroscopic anatomy for veterinary students

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Carlos Alberto Venegas Cortes

2006-06-01

Full Text Available In order to answer the problem of what could be the most appropriate innovative didactic to improve the learning process of equine encephalon anatomy in the School of Veterinary Medicine of La Salle University, this project began to design, apply and evaluate a didactic prototype Computerized Educative Media CEM in macroscopic anatomy of equine encephalon, to improve the «significant learning» in this subject. The project was developed in three phases regarding the Galviz software engineering, as well as the selected environment for learning, within the framework of the conceptual Novak maps, the significant learning of Ausubel, and the test of usability adapted and applied to the anatomy students, as a MEC evaluation.

Relationship of creative projects in anatomy to medical student professionalism, test performance and stress: an exploratory study

Directory of Open Access Journals (Sweden)

Thai Trung M

2009-11-01

Full Text Available Abstract Background The anatomy course offers important opportunities to develop professionalism at an early stage in medical education. It is an academically significant course that also engenders stress in some students. Methods Over a three-year period, 115 of 297 students completed creative projects. Thirty-four project completers and 47 non-completers consented to participate in the study. Projects were analyzed for professionalism themes using grounded theory. A subset of project completers and non-completers were interviewed to determine their views about the stress of anatomy and medical school, as well as the value of the creative projects. We also compared test performance of project completers and non-completers. Results Projects completed early in the course often expressed ambivalence about anatomy, whereas later projects showed more gratitude and sense of awe. Project completers tended to report greater stress than noncompleters, but stated that doing projects reduced stress and caused them to develop a richer appreciation for anatomy and medicine. Project completers performed significantly lower than non-completers on the first written exam (pre-project. Differences between groups on individual exams after both the first and second creative project were nonsignificant. Conclusion For some students, creative projects may offer a useful way of reflecting on various aspects of professionalism while helping them to manage stress.

A Survey of Anatomy and Physiology Pedagogy and Lifestyle Factors in Undergraduate Medical Students in Zimbabwe

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Cooper, R. G.; Chifamba, J.

2011-01-01

Studies on health pedagogy in medical students in African universities are lacking. The aim of the current investigation was to assess the following pedagogy influences on second year Zimbabwean medical students' well-being. A group of 100 students studying Physiology and Anatomy in MBChB. II program at the University of Zimbabwe College of Health…

Medical Students' Reactions to Anatomic Dissection and the Phenomenon of Cadaver Naming

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Williams, Austin D.; Greenwald, Emily E.; Soricelli, Rhonda L.; DePace, Dennis M.

2014-01-01

The teaching of gross anatomy has, for centuries, relied on the dissection of human cadavers, and this formative experience is known to evoke strong emotional responses. The authors hypothesized that the phenomenon of cadaver naming is a coping mechanism used by medical students and that it correlates with other attitudes about dissection and body…

Daily mini quizzes as means for improving student performance in anatomy course.

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Poljicanin, Ana; Carić, Ana; Vilović, Katarina; Kosta, Vana; Marinović Guić, Maja; Aljinović, Jure; Grković, Ivica

2009-02-01

To evaluate daily-written 10-question quizzes in a medical anatomy course as a way to integrate assessment into the course and to evaluate their effect on the course success. Students answering correctly 8/10 or more questions were awarded 0.5 points per quiz. There were 34 quizzes with a maximum point score 17. Measurable outcomes of academic progress in anatomy course (pass rates on 4 examination terms, total pass rate, and average marks) were calculated, and 2007/08 academic year was compared with the previous academic year in which daily written quizzes were not a part of the course. The relationship between cumulative points on daily quizzes and 3 components of the final examination (written, practical, and oral) for 2007/08 academic year was assessed by non-parametric correlation testing. Individual scores on quizzes ranged from 1.5 to 13.5 points. There was a positive correlation between scores on quizzes and grades on 3 components of the final examination: written (Spearman rho=0.784, Pstudents in the previous academic year, students attending the course with daily quizzes significantly improved their academic achievement, expressed as the pass rate at the first examination term (39% vs 62%, respectively, chi(2) test, P=0.006, ) and the average course grade (2.71+/-1.08 vs 3.38+/-1.26, respectively; t test, P<0.001). Despite their frequency and possible associated stress, daily quizzes were associated with better academic success in the anatomy course.

Practical training on porcine hearts enhances students' knowledge of human cardiac anatomy.

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Musumeci, Giuseppe; Loreto, Carla; Mazzone, Venera; Szychlinska, Marta Anna; Castrogiovanni, Paola; Castorina, Sergio

2014-05-01

Historically, cadavers have been used for the study of anatomy. Nowadays, the territorial and legal limitations of this approach have led to the introduction of alternative teaching methods such as the use of practical exercise consisting of dissection and observation of animal organs. The aim of this study was to evaluate the use of practical training on animal organs compared with the traditional method of anatomy teaching, based on the dissection of human cadavers. In this study, we seek to demonstrate the usefulness of practical exercise on animal organs. This practical training was held a week after the series of lectures, thus leaving time for the students to learn and understand the topics discussed. Immediately after the lecture, all of the students completed a preliminary test to assess the immediate effect of the lecture. Immediately before the practical exercise, both control and experimental groups completed a second test to assess the effectiveness of personal study. Immediately after practical training, a third test was completed by the experimental group and the control group (no practical activity on animal organs) to highlight the added value of hands-on practice in addition to the lecture. Data obtained from statistical analysis showed a panatomy learning between control and experimental groups. Thus, the results of this study emphasize the utility of practical training on animal organs in learning and understanding anatomy, considering the limitations of the use of cadavers. Copyright © 2014 Elsevier GmbH. All rights reserved.

Effect of Ultrasonography on Student Learning of Shoulder Anatomy and Landmarks.

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de Vries, Kristen D; Brown, Rebecca; Mazzie, Joseph; Jung, Min-Kyung; Yao, Sheldon C; Terzella, Michael J

2018-01-01

Ultrasonography is becoming more common in clinical use, and it has been shown to have promising results when introduced into medical school curricula. To determine whether the use of ultrasonography as an educational supplement can improve osteopathic medical students' confidence and ability to locate 4 specific shoulder anatomical landmarks: the coracoid process, the transverse process of T1, the long head of the biceps within the bicipital groove, and the supraspinatus tendon. In this randomized controlled study, first-year osteopathic medical students aged 18 years or older were recruited and randomly assigned to a group with exposure (ultrasonography group) or without exposure (control group) to an ultrasonography machine. First, a survey was administered to measure students' baseline knowledge of shoulder anatomy, confidence in palpation skills, and opinion on anatomical landmark identification teaching methods. Next, students were shown presentations on shoulder anatomy and allowed to practice locating and palpating the specified landmarks. Students in the ultrasonography group were also given instruction on the use of ultrasonography. All students were asked to locate each of the 4 specified anatomical landmarks and then given a follow-up survey. A Mann Whitney U test was used to compare the confidence of the students before and after the intervention. A secondary analysis was performed to compare the degree of deviance from the correct position of the specified anatomical landmark between the ultrasonography and control groups. P values less than .05 were considered statistically significant. Sixty-four students participated. Compared with the control group, students in the ultrasonography group had a greater increase in confidence after the session in their ability to locate the coracoid process, bicipital tendon, and supraspinatus tendon (P=.022, P=.029, P=.44, respectively). Students in the ultrasonography group were also able to more accurately palpate

The Student's Dilemma, Liver Edition: Incorporating the Sonographer's Language into Clinical Anatomy Education

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Hall, M. Kennedy; Mirjalili, S. Ali; Moore, Christopher L.; Rizzolo, Lawrence J.

2015-01-01

Anatomy students are often confused by multiple names ascribed to the same structure by different clinical disciplines. Increasingly, sonography is being incorporated into clinical anatomical education, but ultrasound textbooks often use names unfamiliar to the anatomist. Confusion is worsened when ultrasound names ascribed to the same structure…

Video-based lectures: An emerging paradigm for teaching human anatomy and physiology to student nurses

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Rabab El-Sayed Hassan El-Sayed

2013-09-01

Full Text Available Video-based teaching material is a rich and powerful medium being used in computer assisted learning. This paper aimed to assess the learning outcomes and student nurses’ acceptance and satisfaction with the video-based lectures versus the traditional method of teaching human anatomy and physiology courses. Data were collected from 27 students in a Bachelor of Nursing program and experimental control was achieved using an alternating-treatments design. Overall, students experienced 10 lectures, which delivered by the teacher as either video-based or PowerPoint-based lectures. Results revealed that video-based lectures offer more successes and reduce failures in the immediate and follow-up measures as compared with the traditional method of teaching human anatomy and physiology that was based on printout illustrations, but these differences were not statistically significant. Moreover, nurse students appeared positive about their learning experiences, as they rated highly all the items assessing their acceptance and satisfaction with the video-based lectures. KEYWORDS: Video-based lecture, Traditional, Print-based illustration

Psychological Stress In First Year Medical Students In Response To The Dissection Of A Human Corpse

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Bernhardt, Veronika; Rothkötter, Hermann Josef; Kasten, Erich

2012-01-01

Objectives: Gross anatomy is one of the most important and time consuming subjects in the first preclinical part of medical school in Germany. In October 2007 186 students started the dissection course at Otto-von-Guericke-University Magdeburg. The objective of this study is to analyze the emotional aspect relating to the gross anatomy course. In order to address this issue, we investigated how medical students experience the first confrontation and the following exposure to the dead bodies and whether there are any differences between various groups (age, gender, experience) of students. Methods: The study was carried out with a group of 155 first year medical students (112 female, 43 male, 21.4±2.9 years). Self-composed questionnaires were used to distinguish between concerns related to dissection and individual experiences and anxiety because of deceasing or death. In order to detect the changes of attitudes towards the dissection course, one questionnaire was answered by participants in the beginning of the course and one in the end (n=94, 66 female, 28 male). Additionally, personality traits of the students were analyzed using two scales of the “Freiburger Persönlichkeitsinventar (FPI-R)”. Results: The self-composed questionnaires showed high reliability. For some students dissection was emotional stress; about 50% became anxious when coping the first confrontation, however, only 12% to large extent. Concerning the anxiety of dissection of individual body parts it was less for limbs, internal organs and skin and increased for head and genitals. Although hypothesized before, the correlation between age, extraversion, emotionality and the extent of anxiety were small. Almost 90% of the students approve the early beginning of the gross anatomy course. The follow-up study showed a marked decline of anxiety. Conclusion: Our results show that about 50% of the students started the course with emotional stress and about one-tenth of them were very worried about

Practical session assessments in human anatomy: Weightings and performance.

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McDonald, Aaron C; Chan, Siew-Pang; Schuijers, Johannes A

2016-07-08

Assessment weighting within a given module can be a motivating factor for students when deciding on their commitment level and time given to study a specific topic. In this study, an analysis of assessment performances of second year anatomy students was performed over four years to determine if (1) students performed better when a higher weighting was given to a set of practical session assessments and (2) whether an improved performance in the practical session assessments had a carry-over effect on other assessment tasks within that anatomy module and/or other anatomy modules that follow. Results showed that increasing the weighting of practical session assessments improved the average mark in that assessment and also improved the percentage of students passing that assessment. Further, it significantly improved performance in the written end-semester examination within the same module and had a carry-over effect on the anatomy module taught in the next teaching period, as students performed better in subsequent practical session assessments as well as subsequent end-semester examinations. It was concluded that the weighting of assessments had significant influences on a student's performance in that, and subsequent, assessments. It is postulated that practical session assessments, designed to develop deep learning skills in anatomy, improved efficacy in student performance in assessments undertaken in that and subsequent anatomy modules when the weighting of these assessments was greater. These deep learning skills were also transferable to other methods of assessing anatomy. Anat Sci Educ 9: 330-336. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Impact of the clinical ultrasound elective course on retention of anatomical knowledge by second-year medical students in preparation for board exams.

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Kondrashov, Peter; Johnson, Jane C; Boehm, Karl; Rice, Daris; Kondrashova, Tatyana

2015-03-01

Ultrasound has been integrated into a gross anatomy course taught during the first year at an osteopathic medical school. A clinical ultrasound elective course was developed to continue ultrasound training during the second year of medical school. The purpose of this study was to evaluate the impact of this elective course on the understanding of normal anatomy by second-year students. An anatomy exam was administered to students enrolled in the clinical ultrasound elective course before the start of the course and after its conclusion. Wilcoxon signed ranks tests were used to determine whether exam scores changed from the pre-test to the post-test. Scores from two classes of second-year students were analyzed. Students who took the elective course showed significant improvement in the overall anatomy exam score between the pre-test and post-test (P students with an important review of key anatomical concepts while preparing them for board exams. Our results suggested that more emphasis should be placed on head and neck ultrasound to improve student performance in those areas. Musculoskeletal, abdominal, and heart ultrasound labs were more successful for retaining relevant anatomical information. © 2014 Wiley Periodicals, Inc.

The place of surface anatomy in the medical literature and undergraduate anatomy textbooks.

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Azer, Samy A

2013-01-01

The aims of this review were to examine the place of surface anatomy in the medical literature, particularly the methods and approaches used in teaching surface and living anatomy and assess commonly used anatomy textbooks in regard to their surface anatomy contents. PubMed and MEDLINE databases were searched using the following keywords "surface anatomy," "living anatomy," "teaching surface anatomy," "bony landmarks," "peer examination" and "dermatomes". The percentage of pages covering surface anatomy in each textbook was calculated as well as the number of images covering surface anatomy. Clarity, quality and adequacy of surface anatomy contents was also examined. The search identified 22 research papers addressing methods used in teaching surface anatomy, 31 papers that can help in the improvement of surface anatomy curriculum, and 12 anatomy textbooks. These teaching methods included: body painting, peer volunteer surface anatomy, use of a living anatomy model, real time ultrasound, virtual (visible) human dissector (VHD), full body digital x-ray of cadavers (Lodox(®) Statscan(®) images) combined with palpating landmarks on peers and the cadaver, as well as the use of collaborative, contextual and self-directed learning. Nineteen of these studies were published in the period from 2006 to 2013. The 31 papers covered evidence-based and clinically-applied surface anatomy. The percentage of surface anatomy in textbooks' contents ranged from 0 to 6.2 with an average of 3.4%. The number of medical illustrations on surface anatomy varied from 0 to 135. In conclusion, although there has been a progressive increase in publications addressing methods used in teaching surface anatomy over the last six to seven years, most anatomy textbooks do not provide students with adequate information about surface anatomy. Only three textbooks provided a solid explanation and foundation of understanding surface anatomy. © 2013 American Association of Anatomists.

Simultaneous anatomical sketching as learning by doing method of teaching human anatomy.

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Noorafshan, Ali; Hoseini, Leila; Amini, Mitra; Dehghani, Mohammad-Reza; Kojuri, Javad; Bazrafkan, Leila

2014-01-01

Learning by lecture is a passive experience. Many innovative techniques have been presented to stimulate students to assume a more active attitude toward learning. In this study, simultaneous sketch drawing, as an interactive learning technique was applied to teach anatomy to the medical students. We reconstructed a fun interactive model of teaching anatomy as simultaneous anatomic sketching. To test the model's instruction effectiveness, we conducted a quasi- experimental study and then the students were asked to write their learning experiences in their portfolio, also their view was evaluated by a questionnaire. The results of portfolio evaluation revealed that students believed that this method leads to deep learning and understanding anatomical subjects better. Evaluation of the students' views on this teaching approach was showed that, more than 80% of the students were agreed or completely agreed with this statement that leaning anatomy concepts are easier and the class is less boring with this method. More than 60% of the students were agreed or completely agreed to sketch anatomical figures with professor simultaneously. They also found the sketching make anatomy more attractive and it reduced the time for learning anatomy. These number of students were agree or completely agree that the method help them learning anatomical concept in anatomy laboratory. More than 80% of the students found the simultaneous sketching is a good method for learning anatomy overall. Sketch drawing, as an interactive learning technique, is an attractive for students to learn anatomy.

Normal and pathologic CT anatomy of the mandible

International Nuclear Information System (INIS)

Osborn, A.G.; Hanafee, W.H.; Mancuso, A.A.

1982-01-01

The value of computed tomography (CT) in the diagnosis and management of a wide variety of facial lesions has been amply demonstrated. While a number of studies have focused on CT anatomy of the paranasal sinuses, nose, and nasopharynx, none has concentrated on the mandible. Although the mandible is difficult to image because of its complex, curving surfaces and the presence of artifact-producing amalgam fillings or restorations, CT of the mandible can nevertheless be highly informative in selected cases. This pictorial essay depicts normal gross and CT anatomy of the mandible and presents a series of cases that illustrate the utility of CT in examining mandibular lesions

Willingness toward Organ and Body Donation among Anatomy Professors and Students in Mexico

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Quiroga-Garza, Alejandro; Reyes-Hernández, Cynthia Guadalupe; Zarate-Garza, Pablo Patricio; Esparza-Hernández, Claudia Nallely; Gutierrez-de la O, Jorge; de la Fuente-Villarreal, David; Elizondo-Omaña, Rodrigo Enrique; Guzman-Lopez, Santos

2017-01-01

Most anatomists agree that cadaver dissection serves as a superior teaching tool in human anatomy education. However, attitudes toward body donation vary widely between different individuals. A questionnaire was developed to determine the attitudes toward body and organ donation among those who learn the most from cadavers: medical students,…

Video-based lectures: An emerging paradigm for teaching human anatomy and physiology to student nurses

OpenAIRE

Rabab El-Sayed Hassan El-Sayed; Samar El-Hoseiny Abd El-Raouf El-Sayed

2013-01-01

Video-based teaching material is a rich and powerful medium being used in computer assisted learning. This paper aimed to assess the learning outcomes and student nurses’ acceptance and satisfaction with the video-based lectures versus the traditional method of teaching human anatomy and physiology courses. Data were collected from 27 students in a Bachelor of Nursing program and experimental control was achieved using an alternating-treatments design. Overall, students experienced 10 lecture...

The use of computers to teach human anatomy and physiology to allied health and nursing students

Science.gov (United States)

Bergeron, Valerie J.

Educational institutions are under tremendous pressure to adopt the newest technologies in order to prepare their students to meet the challenges of the twenty-first century. For the last twenty years huge amounts of money have been spent on computers, printers, software, multimedia projection equipment, and so forth. A reasonable question is, "Has it worked?" Has this infusion of resources, financial as well as human, resulted in improved learning? Are the students meeting the intended learning goals? Any attempt to develop answers to these questions should include examining the intended goals and exploring the effects of the changes on students and faculty. This project investigated the impact of a specific application of a computer program in a community college setting on students' attitudes and understanding of human anatomy and physiology. In this investigation two sites of the same community college with seemingly similar students populations, seven miles apart, used different laboratory activities to teach human anatomy and physiology. At one site nursing students were taught using traditional dissections and laboratory activities; at the other site two of the dissections, specifically cat and sheep pluck, were replaced with the A.D.A.M.RTM (Animated Dissection of Anatomy for Medicine) computer program. Analysis of the attitude data indicated that students at both sites were extremely positive about their laboratory experiences. Analysis of the content data indicated a statistically significant difference in performance between the two sites in two of the eight content areas that were studied. For both topics the students using the computer program scored higher. A detailed analysis of the surveys, interviews with faculty and students, examination of laboratory materials, and observations of laboratory facilities in both sites, and cost-benefit analysis led to the development of seven recommendations. The recommendations call for action at the level of the

Anatomy education for the YouTube generation.

Science.gov (United States)

Barry, Denis S; Marzouk, Fadi; Chulak-Oglu, Kyrylo; Bennett, Deirdre; Tierney, Paul; O'Keeffe, Gerard W

2016-01-01

Anatomy remains a cornerstone of medical education despite challenges that have seen a significant reduction in contact hours over recent decades; however, the rise of the "YouTube Generation" or "Generation Connected" (Gen C), offers new possibilities for anatomy education. Gen C, which consists of 80% Millennials, actively interact with social media and integrate it into their education experience. Most are willing to merge their online presence with their degree programs by engaging with course materials and sharing their knowledge freely using these platforms. This integration of social media into undergraduate learning, and the attitudes and mindset of Gen C, who routinely creates and publishes blogs, podcasts, and videos online, has changed traditional learning approaches and the student/teacher relationship. To gauge this, second year undergraduate medical and radiation therapy students (n = 73) were surveyed regarding their use of online social media in relation to anatomy learning. The vast majority of students had employed web-based platforms to source information with 78% using YouTube as their primary source of anatomy-related video clips. These findings suggest that the academic anatomy community may find value in the integration of social media into blended learning approaches in anatomy programs. This will ensure continued connection with the YouTube generation of students while also allowing for academic and ethical oversight regarding the use of online video clips whose provenance may not otherwise be known. © 2015 American Association of Anatomists.

Health Instruction Packages: Cardiac Anatomy.

Science.gov (United States)

Phillips, Gwen; And Others

Text, illustrations, and exercises are utilized in these five learning modules to instruct nurses, students, and other health care professionals in cardiac anatomy and functions and in fundamental electrocardiographic techniques. The first module, "Cardiac Anatomy and Physiology: A Review" by Gwen Phillips, teaches the learner to draw…

Anatomy for Biomedical Engineers

Science.gov (United States)

Carmichael, Stephen W.; Robb, Richard A.

2008-01-01

There is a perceived need for anatomy instruction for graduate students enrolled in a biomedical engineering program. This appeared especially important for students interested in and using medical images. These students typically did not have a strong background in biology. The authors arranged for students to dissect regions of the body that…

Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine

Science.gov (United States)

Fenderson, Bruce A.; Veloski, J. Jon; Livesey, Michael; Wojdon-Smith, Tracey

2016-01-01

“Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions. PMID:28725784

The Nursing students’ metaphors about education of anatomy

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Çolak Tuncay

2016-01-01

Full Text Available “Metaphor” word is described as a figurative expression in Turkish. A person transmits more explicitly his/her thoughts that are about an event or a concept he/she experienced. The aim of this study was to reveal emotions and thoughts of 1st class students in nursing about Anatomy lesson. 62 people who are students at 1st class in Vocational School of Health Services in 2014-2015 academic year have attended to our study. In questionnaire anthropometric and demographic traits of them were asked. They were wanted to create a metaphor about anatomy by filling in the blanks in “Anatomy resembles …../ Anatomy is like …. ; because …..” At the end of the assesment it has been detected that 44 metaphors have been produced. In these metaphors the most produced are ocean, puzzle, etc. When we divide these metaphors into categories and investigate them, there is an accumulation in discovering/revealing category with 24 metaphors. We believe that the metaphors which the students will generate, determining how to be lectured theoretical and practical anatomy lessons in a way that students are able to comprehend, will guide them.

Classic versus millennial medical lab anatomy.

Science.gov (United States)

Benninger, Brion; Matsler, Nik; Delamarter, Taylor

2014-10-01

This study investigated the integration, implementation, and use of cadaver dissection, hospital radiology modalities, surgical tools, and AV technology during a 12-week contemporary anatomy course suggesting a millennial laboratory. The teaching of anatomy has undergone the greatest fluctuation of any of the basic sciences during the past 100 years in order to make room for the meteoric rise in molecular sciences. Classically, anatomy consisted of a 2-year methodical, horizontal, anatomy course; anatomy has now morphed into a 12-week accelerated course in a vertical curriculum, at most institutions. Surface and radiological anatomy is the language for all clinicians regardless of specialty. The objective of this study was to investigate whether integration of full-body dissection anatomy and modern hospital technology, during the anatomy laboratory, could be accomplished in a 12-week anatomy course. Literature search was conducted on anatomy text, journals, and websites regarding contemporary hospital technology integrating multiple image mediums of 37 embalmed cadavers, surgical suite tools and technology, and audio/visual technology. Surgical and radiology professionals were contracted to teach during the anatomy laboratory. Literature search revealed no contemporary studies integrating full-body dissection with hospital technology and behavior. About 37 cadavers were successfully imaged with roentograms, CT, and MRI scans. Students were in favor of the dynamic laboratory consisting of multiple activity sessions occurring simultaneously. Objectively, examination scores proved to be a positive outcome and, subjectively, feedback from students was overwhelmingly positive. Despite the surging molecular based sciences consuming much of the curricula, full-body dissection anatomy is irreplaceable regarding both surface and architectural, radiological anatomy. Radiology should not be a small adjunct to understand full-body dissection, but rather, full-body dissection

Measuring medical students' motivation to learning anatomy by cadaveric dissection.

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Abdel Meguid, Eiman M; Khalil, Mohammed K

2017-07-01

Motivation and learning are inter-related. It is well known that motivating learners is clearly a complex endeavor, which can be influenced by the educational program and the learning environment. Limited research has been conducted to examine students' motivation as a method to assess the effectiveness of dissection in medical education. This study aimed to assess and analyze students' motivation following their dissection experience. A 29-item survey was developed based on the Attention, Relevance, Confidence, and Satisfaction model of motivation. Descriptive statistics were undertaken to describe students' motivation to the dissection experience. T-test and ANOVA were used to compare differences in motivational scores between gender and educational characteristics of students. Dissection activities appear to promote students' motivation. Gender difference was statistically significant as males were more motivated by the dissection experience than females. Comparison between students with different knowledge of anatomy was also significantly different. The study is an important step in the motivational design to improve students' motivation to learn. The outcome of this study provides guidance to the selection of specific strategies to increase motivation by generating motivational strategies/tactics to facilitate learning. Anat Sci Educ 10: 363-371. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Improving learning of anatomy with reusable learning objects

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P Rad

2015-12-01

Full Text Available Introduction: The use of modern educational technologies is useful for learning, durability, sociability, and upgrading professionalism. The aim of this study was evaluating the effect of reusable learning objects on improving learning of anatomy. Methods: This was a quasi-experimental study. Fourteen (reusable learning objects RLO from different parts of anatomy of human body including thorax, abdomen, and pelvis were prepared for medical student in Yasuj University of Medical Sciences in 2009. The length of the time for RLO was between 11-22 min. Because their capacities were low, so they were easy to use with cell phone or MP4. These materials were available to the students before the classes. The mean scores of students in anatomy of human body group were compared to the medical students who were not used this method and entered the university in 2008. A questionnaire was designed by the researcher to evaluate the effect of RLO and on, content, interest and motivation, participation, preparation and attitude. Result: The mean scores of anatomy of human body of medical student who were entered the university in 2009 have been increased compare to the students in 2008, but this difference was not significant. Based on the questionnaire data, it was shown that the RLO had a positive effect on improving learning anatomy of human body (75.5% and the effective relationship (60.6%. The students were interested in using RLO (74.6%, some students (54.2% believed that this method should be replaced by lecture. Conclusion: The use of RLO could promote interests and effective communication among the students and led to increasing self-learning motivation.

Anatomy and histology of the transverse humeral ligament.

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Snow, Brian J; Narvy, Steven J; Omid, Reza; Atkinson, Roscoe D; Vangsness, C Thomas

2013-10-01

The classic literature describes the transverse humeral ligament (THL) as a distinct anatomic structure with a role in biceps tendon stability; however, recent literature suggests that it is not a distinct anatomic structure. The purpose of this study was to evaluate the gross and microscopic anatomy of the THL, including a specific investigation of the histology of this ligament. Thirty frozen, embalmed cadaveric specimens were dissected to determine the gross anatomy of the THL. Seven specimens were evaluated histologically for the presence of mechanoreceptors and free nerve endings. Two tissue layers were identified in the area described as the THL. In the deep layer, fibers of the subscapularis tendon were found to span the bicipital groove with contributions from the coracohumeral ligament and the supraspinatus tendon. Superficial to this layer was a fibrous fascial covering consisting of distinct bands of tissue. Neurohistology staining revealed the presence of free nerve endings but no mechanoreceptors. This study's findings demonstrate that the THL is a distinct structure continuous with the rotator cuff tendons and the coracohumeral ligament. The finding of free nerve endings in the THL suggests a potential role as a shoulder pain generator. Copyright 2013, SLACK Incorporated.

Repeated Exposure to Dissection Does Not Influence Students' Attitudes towards Human Body Donation for Anatomy Teaching

Science.gov (United States)

Mwachaka, Philip Maseghe; Mandela, Pamela; Saidi, Hassan

2016-01-01

The use of unclaimed bodies for anatomical dissection has been the main method of instruction at our institution. There is however a shortage of cadavers for dissection given the increase in the number of medical schools as well as in the number of students enrolling in these schools. This shortage could be mitigated by having voluntary human body donation programs. This study aimed at assessing the attitudes of medical students and surgical residents towards body donation for anatomy learning. We conducted an online survey involving 72 first-year medical students and 41 surgical residents at University of Nairobi who had completed one year of anatomy dissection. For the medical students, this was their first dissection experience while it was the second exposure for the surgery trainees. Most of the surgical trainees (70.7%) and medical students (68.1%) were opposed to self-body donation. This was mainly due to cultural (37%) and religious (20%) barriers. Surprisingly, of those not willing to donate themselves, 67.9% (82.8% surgical trainees, 59.2% medical students) would recommend the practice to other people. Exposure to repeated dissection does not change the perceptions towards body donation. It is noteworthy that culture and religion rank high as clear barriers amongst this “highly informed” group of potential donors. PMID:27190650

Repeated Exposure to Dissection Does Not Influence Students' Attitudes towards Human Body Donation for Anatomy Teaching.

Science.gov (United States)

Mwachaka, Philip Maseghe; Mandela, Pamela; Saidi, Hassan

2016-01-01

The use of unclaimed bodies for anatomical dissection has been the main method of instruction at our institution. There is however a shortage of cadavers for dissection given the increase in the number of medical schools as well as in the number of students enrolling in these schools. This shortage could be mitigated by having voluntary human body donation programs. This study aimed at assessing the attitudes of medical students and surgical residents towards body donation for anatomy learning. We conducted an online survey involving 72 first-year medical students and 41 surgical residents at University of Nairobi who had completed one year of anatomy dissection. For the medical students, this was their first dissection experience while it was the second exposure for the surgery trainees. Most of the surgical trainees (70.7%) and medical students (68.1%) were opposed to self-body donation. This was mainly due to cultural (37%) and religious (20%) barriers. Surprisingly, of those not willing to donate themselves, 67.9% (82.8% surgical trainees, 59.2% medical students) would recommend the practice to other people. Exposure to repeated dissection does not change the perceptions towards body donation. It is noteworthy that culture and religion rank high as clear barriers amongst this "highly informed" group of potential donors.

Digital dissection system for medical school anatomy training

Science.gov (United States)

Augustine, Kurt E.; Pawlina, Wojciech; Carmichael, Stephen W.; Korinek, Mark J.; Schroeder, Kathryn K.; Segovis, Colin M.; Robb, Richard A.

2003-05-01

As technology advances, new and innovative ways of viewing and visualizing the human body are developed. Medicine has benefited greatly from imaging modalities that provide ways for us to visualize anatomy that cannot be seen without invasive procedures. As long as medical procedures include invasive operations, students of anatomy will benefit from the cadaveric dissection experience. Teaching proper technique for dissection of human cadavers is a challenging task for anatomy educators. Traditional methods, which have not changed significantly for centuries, include the use of textbooks and pictures to show students what a particular dissection specimen should look like. The ability to properly carry out such highly visual and interactive procedures is significantly constrained by these methods. The student receives a single view and has no idea how the procedure was carried out. The Department of Anatomy at Mayo Medical School recently built a new, state-of-the-art teaching laboratory, including data ports and power sources above each dissection table. This feature allows students to access the Mayo intranet from a computer mounted on each table. The vision of the Department of Anatomy is to replace all paper-based resources in the laboratory (dissection manuals, anatomic atlases, etc.) with a more dynamic medium that will direct students in dissection and in learning human anatomy. Part of that vision includes the use of interactive 3-D visualization technology. The Biomedical Imaging Resource (BIR) at Mayo Clinic has developed, in collaboration with the Department of Anatomy, a system for the control and capture of high resolution digital photographic sequences which can be used to create 3-D interactive visualizations of specimen dissections. The primary components of the system include a Kodak DC290 digital camera, a motorized controller rig from Kaidan, a PC, and custom software to synchronize and control the components. For each dissection procedure, the

The educational value of online mastery quizzes in a human anatomy course for first-year dental students.

Science.gov (United States)

Lee, Lisa M J; Nagel, Rollin W; Gould, Douglas J

2012-09-01

The purpose of this study was to evaluate the effectiveness of online mastery quizzes in enhancing dental students' learning and preparedness for anatomy examinations. First-year dental students taking an integrated anatomy course at The Ohio State University were administered online mastery quizzes, made available for five days before each examination. The mastery quizzes were comprised of ten multiple-choice questions representative of the upcoming examination in content and difficulty. The students were allowed to access this resource as many times as they desired during the five-day window before each examination; the highest score for each student was added to his or her final course grade. The results indicate that almost all the students took advantage of this resource to reinforce content, clarify concepts, and prepare for the examinations. Statistical analyses of the students' exam performance showed that the mastery quizzes neither improved nor reduced their exam scores, but multiple regression analyses showed that the initial mastery quiz scores had a predictive value for their examination performance, suggesting a potential for mastery quizzes as an intervention tool for such a course. Online mastery quizzes, when used effectively, may be an effective resource to further engage dental and other students in educational endeavors and examination preparation and as a predictor of success.

Orbitopterional Approach for the Resection of a Suprasellar Craniopharyngioma: Adapting the Strategy to the Microsurgical and Pathologic Anatomy.

Science.gov (United States)

Nguyen, Vincent; Basma, Jaafar; Klimo, Paul; Sorenson, Jeffrey; Michael, L Madison

2018-04-01

Objectives  To describe the orbitopterional approach for the resection of a suprasellar craniopharyngioma with emphasis on the microsurgical and pathological anatomy of such lesions. Design  After completing the orbitopterional craniotomy in one piece including a supraorbital ridge osteotomy, the Sylvian fissure was split in a distal to proximal direction. The ipsilateral optic nerve and internal carotid artery were identified. Establishing a corridor to the tumor through both the opticocarotid and optic cisterns allowed for a wide angle of attack. Using both corridors, a microsurgical gross total resection was achieved. A radical resection required transection of the stalk at the level of the hypothalamus. Photographs of the region are borrowed from Dr Rhoton's laboratory to illustrate the microsurgical anatomy. Understanding the cisternal and topographic relationships of the optic nerve, optic chiasm, and internal carotid artery is critical to achieving gross total resection while preserving normal anatomy. Participants  The surgery was performed by the senior author assisted by Dr. Jaafar Basma. The video was edited by Dr. Vincent Nguyen. Outcome Measures  Outcome was assessed with extent of resection and postoperative visual function. Results  A gross total resection of the tumor was achieved. The patient had resolution of her bitemporal hemianopsia. She had diabetes insipidus with normal anterior pituitary function. Conclusions  Understanding the microsurgical anatomy of the suprasellar region and the pathological anatomy of craniopharyngiomas is necessary to achieve a good resection of these tumors. The orbitopterional approach provides the appropriate access for such endeavor. The link to the video can be found at: https://youtu.be/Be6dtYIGqfs .

Introduction of Vertical Integration and Case-Based Learning in Anatomy for Undergraduate Physical Therapy and Occupational Therapy Students

Science.gov (United States)

Parmar, Suresh K.; Rathinam, Bertha A. D.

2011-01-01

The purpose of the present pilot study was to evaluate the benefits of innovative teaching methodologies introduced to final year occupational and physical therapy students in Christian Medical College in India. Students' satisfactions along the long-term retention of knowledge and clinical application of the respiratory anatomy have been…

Ultrasonographic evaluation of degenerative changes in the distal radioulnar joint: Correlation of findings with gross anatomy and MR arthrography in cadavers

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Buck, Florian M., E-mail: florian.buck@gmail.com [Department of Radiology, Veterans Administration Medical Center, 3350 La Jolla Village Dr., San Diego, CA 92161 (United States); Nico, Marcelo A.C., E-mail: nico.marcelo@gmail.com [Department of Radiology, Veterans Administration Medical Center, 3350 La Jolla Village Dr., San Diego, CA 92161 (United States); Gheno, Ramon, E-mail: ramon.gheno@yahoo.com [Department of Radiology, Veterans Administration Medical Center, 3350 La Jolla Village Dr., San Diego, CA 92161 (United States); Trudell, Debra J., E-mail: debtrudell@hotmail.com [Department of Radiology, Veterans Administration Medical Center, 3350 La Jolla Village Dr., San Diego, CA 92161 (United States); Resnick, Donald, E-mail: dresnick@ucsd.edu [Department of Radiology, Veterans Administration Medical Center, 3350 La Jolla Village Dr., San Diego, CA 92161 (United States)

2011-02-15

Objective: To determine the accuracy of ultrasonography (US) in the evaluation of degenerative changes in the distal radioulnar joint (DRUJ). Methods and materials: Ten cadaveric specimens were obtained. US evaluation of cartilage degeneration and thickness was performed by two independent and blinded readers (R1 and R2). Gross anatomy and MR arthrography evaluated by two readers in consensus served as the reference standard. The joint surface not accessible to US was measured. Results: US interreader agreement was non-existent for cartilage thickness measurements and moderate for cartilage degeneration grading (weighted kappa = 0.41). Comparing US and MR imaging evaluation, there was no correlation between US R1 and MR imaging (Pearson correlation coefficient [PCC] = 0.352) and a moderate correlation between US R2 and MR imaging (PCC = 0.570) concerning cartilage thickness measurements. Concerning cartilage degeneration grading, there was a moderate to strong (R1 Spearman correlation coefficient [SCC] = 0.729)/R2 SCC = 0.767) correlation concerning cartilage degeneration grading. Comparing US and gross anatomic evaluation, there was no correlation for US R1 (PCC = 0.220) and a strong correlation for US R2 (PCC = 0.922) concerning cartilage thickness measurements, and a strong to moderate correlation (R1 SCC = 0.808/R2 SCC = 0.597) concerning cartilage degeneration grading. The mean sector of the articular surface of the ulna head not accessible to US was 13{sup o}. Conclusion: In conclusion the DRUJ is accessible to US except in the central 13{sup o} sector of the joint surface. US was approved to be sufficient in demonstrating advanced stages of cartilage degeneration. Thus, US of the DRUJ is recommended in patients suffering from ulnar-sided wrist pain.

Ultrasonographic evaluation of degenerative changes in the distal radioulnar joint: Correlation of findings with gross anatomy and MR arthrography in cadavers

International Nuclear Information System (INIS)

Buck, Florian M.; Nico, Marcelo A.C.; Gheno, Ramon; Trudell, Debra J.; Resnick, Donald

2011-01-01

Objective: To determine the accuracy of ultrasonography (US) in the evaluation of degenerative changes in the distal radioulnar joint (DRUJ). Methods and materials: Ten cadaveric specimens were obtained. US evaluation of cartilage degeneration and thickness was performed by two independent and blinded readers (R1 and R2). Gross anatomy and MR arthrography evaluated by two readers in consensus served as the reference standard. The joint surface not accessible to US was measured. Results: US interreader agreement was non-existent for cartilage thickness measurements and moderate for cartilage degeneration grading (weighted kappa = 0.41). Comparing US and MR imaging evaluation, there was no correlation between US R1 and MR imaging (Pearson correlation coefficient [PCC] = 0.352) and a moderate correlation between US R2 and MR imaging (PCC = 0.570) concerning cartilage thickness measurements. Concerning cartilage degeneration grading, there was a moderate to strong (R1 Spearman correlation coefficient [SCC] = 0.729)/R2 SCC = 0.767) correlation concerning cartilage degeneration grading. Comparing US and gross anatomic evaluation, there was no correlation for US R1 (PCC = 0.220) and a strong correlation for US R2 (PCC = 0.922) concerning cartilage thickness measurements, and a strong to moderate correlation (R1 SCC = 0.808/R2 SCC = 0.597) concerning cartilage degeneration grading. The mean sector of the articular surface of the ulna head not accessible to US was 13 o . Conclusion: In conclusion the DRUJ is accessible to US except in the central 13 o sector of the joint surface. US was approved to be sufficient in demonstrating advanced stages of cartilage degeneration. Thus, US of the DRUJ is recommended in patients suffering from ulnar-sided wrist pain.

Historical perspective-Anatomy down the ages in Australasia; lessons for the future.

Science.gov (United States)

Flack, Natasha Ams; Nicholson, Helen D

2016-01-01

Is anatomy a dying discipline? This article explores the history and current state of human anatomy in Australasia, and considers the changing nature of the discipline, and possibilities for the future. A web-based search of all tertiary institutions in Australasia was performed to identify which taught anatomy. Those identified were invited to provide further information about postgraduate student numbers, external courses and public outreach. Forty-one institutions across Australasia teach anatomy. There are seven identifiable anatomy departments and nine disciplines of anatomy. From 1900 to 2014, the number of medical schools has increased (from 4 to 20), however a concomitant increase in the number of anatomy departments (2014, n = 7) was not observed. Twenty-one institutions, without medical schools, currently teach anatomy but none have a stand-alone anatomy department. Anatomy is taught in more than 18 different undergraduate and postgraduate programs. From the 28 institutions that provided current data, 310 postgraduate research students were identified. Predominantly, they came from longer-established institutions with an identifiable anatomy department. Similarly, those with anatomy departments/disciplines offered external professional courses. Many institutions engaged in public outreach. The evidence suggests that anatomy is alive and possibly even growing in Australasia. However, the structures around the discipline and the students who are learning anatomy are changing. Our challenge is to prepare the next generation of anatomy faculty to be both researchers and teachers. © 2015 Wiley Periodicals, Inc.

ClueConnect: a word array game to promote student comprehension of key terminology in an introductory anatomy and physiology course.

Science.gov (United States)

Burleson, Kathryn M; Olimpo, Jeffrey T

2016-06-01

The sheer amount of terminology and conceptual knowledge required for anatomy and physiology can be overwhelming for students. Educational games are one approach to reinforce such knowledge. In this activity, students worked collaboratively to review anatomy and physiology concepts by creating arrays of descriptive tiles to define a term. Once guessed, students located the structure or process within diagrams of the body. The game challenged students to think about course vocabulary in novel ways and to use their collective knowledge to get their classmates to guess the terms. Comparison of pretest/posttest/delayed posttest data revealed that students achieved statistically significant learning gains for each unit after playing the game, and a survey of student perceptions demonstrated that the game was helpful for learning vocabulary as well as fun to play. The game is easily adaptable for a variety of lower- and upper-division courses. Copyright © 2016 The American Physiological Society.

Henry Gray's Anatomy.

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Pearce, J M S

2009-04-01

Little is generally known of Henry Gray, the author of Gray's Anatomy, and even less of his colleague Henry Vandyke Carter, who played a vital role in the dissections and illustrations leading to the production of the first volume in 1859. This essay attempts to sketch briefly the salient, know aspects of these two men and their divergent careers. It traces succinctly the subsequent fate of the unique anatomy book that has influenced and instructed almost every student of medicine. (c) 2009 Wiley-Liss, Inc.

Near-Peer Teaching in an Anatomy Course with a Low Faculty-to-Student Ratio

Science.gov (United States)

Duran, Claudia Elisa Pamanes; Bahena, Eduardo Navarro; Rodriguez, Maria de los Angeles Garcia; Baca, Guillermo Jacobo; Uresti, Antonio Sanchez; Elizondo-Omana, Rodrigo Enrique; Lopez, Santos Guzman

2012-01-01

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer…

Gateway to Healthcare Careers for Vulnerable Students: A New Approach to the Teaching of Anatomy and Physiology

Science.gov (United States)

DeCiccio, Albert; Kenny, Tammy; Lippacher, Linda; Flanary, Barry

2011-01-01

Many first-year students interested in healthcare careers do not succeed in Anatomy and Physiology I (A&PI), which they take in their first semester. These first-year students withdraw from the course or the institution, or their final grade may be below the identified threshold for progressing in their programs. A&PI has become a…

The Human Anatomy Teacher-Scholar: Meeting the Expectations of Educational Outcomes Research, Course Content Innovation, and Textbook Innovation for Educational Scholarship

Science.gov (United States)

Eckel, Christine Marie

2009-01-01

A human anatomy teacher-scholar is a scholar whose area of expertise includes content knowledge of the anatomical sciences (gross anatomy, histology, embryology, and/or neuroanatomy) and whose research interests and focus are centered in medical educational outcomes. The projects described in this dissertation represent endeavors I engaged in to…

Digital interactive learning of oral radiographic anatomy.

Science.gov (United States)

Vuchkova, J; Maybury, T; Farah, C S

2012-02-01

Studies reporting high number of diagnostic errors made from radiographs suggest the need to improve the learning of radiographic interpretation in the dental curriculum. Given studies that show student preference for computer-assisted or digital technologies, the purpose of this study was to develop an interactive digital tool and to determine whether it was more successful than a conventional radiology textbook in assisting dental students with the learning of radiographic anatomy. Eighty-eight dental students underwent a learning phase of radiographic anatomy using an interactive digital tool alongside a conventional radiology textbook. The success of the digital tool, when compared to the textbook, was assessed by quantitative means using a radiographic interpretation test and by qualitative means using a structured Likert scale survey, asking students to evaluate their own learning outcomes from the digital tool. Student evaluations of the digital tool showed that almost all participants (95%) indicated that the tool positively enhanced their learning of radiographic anatomy and interpretation. The success of the digital tool in assisting the learning of radiographic interpretation is discussed in the broader context of learning and teaching curricula, and preference (by students) for the use of this digital form when compared to the conventional literate form of the textbook. Whilst traditional textbooks are still valued in the dental curriculum, it is evident that the preference for computer-assisted learning of oral radiographic anatomy enhances the learning experience by enabling students to interact and better engage with the course material. © 2011 John Wiley & Sons A/S.

Constructive, collaborative, contextual, and self-directed learning in surface anatomy education

NARCIS (Netherlands)

Bergman-de Bres, E.M.; Sieben, J.M.; Smailbegovic, I.; Bruin, A. de; Scherpbier, A.J.J.A.; Vleuten, C.P.M. van der

2013-01-01

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially

Relevancia de la anatomía humana en el ejercicio de la medicina de asistencia primaria y en el estudio de las asignaturas de segundo ciclo de la licenciatura en medicina Relevance of Gross Human Anatomy in health primary care and in clinical disciplines of medical studies

Directory of Open Access Journals (Sweden)

Blanca Mompeó

2003-03-01

Full Text Available El objetivo de este trabajo fue conocer la relevancia y la necesidad que de conocimientos en Anatomía macroscópica tenían los médicos de asistencia primaria y los alumnos del segundo ciclo de la licenciatura en Medicina. También nos interesó saber cual era su opinión sobre esta disciplina del curriculum médico. Para ello, médicos de asistencia primaria de los Centros de Salud de la provincia de las Palmas y alumnos de 6º curso de la Licenciatura en Medicina de la U.L.P.G.C., cumplimentaron un cuestionario en el que se valoraron los aspectos referidos. Ambos grupos consideraron que la Anatomía era fundamental para la exploración física y para la interpretación de técnicas de imagen. Los conocimientos más necesarios a la hora de su aplicación a la práctica y al estudio de las asignaturas clínicas fueron los de sistema nervioso y aparato locomotor. Modificarían la docencia que recibieron, incrementando el número de clases prácticas y dándole un mayor enfoque clínico. Los tres objetivos fundamentales de aprendizaje propuestos por los profesionales en ejercicio fueron: 1. Conocer las estructuras anatómicas y relaciones entre ellas 2. Reconocer estructuras anatómicas mediante técnicas de imagen y 3. Ser capaz de describir las bases anatómicas de la patología.The aim of this work was to highlight the relevance and necessity about gross anatomy knowledge had on family physicians and clinical-courses medical students. We also wanted to know their suggestions about the discipline Human Anatomy in Medical studies. To obtain our objective, physicians of Health Centres in Las Palmas and last-year medical students of U.L.P.G.C. were asked to fill a questionnaire. In this questionnaire the referred items were considered. The data obtained showed that both groups thought that Gross Anatomy was fundamental in the physical exploration and the image techniques interpretation. They considered that anatomical knowledge more necessary for

Exploring anatomy and physiology using iPad applications.

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Chakraborty, Tandra R; Cooperstein, Deborah F

2017-11-07

This study examined the use of iPads with anatomy applications (apps) in the laboratory sections of the largest undergraduate course at the university, Anatomy and Physiology, serving more than 300 students. The majority of these students were nursing, exercise science/physical education and biology majors. With a student survey (student opinion) and student practicum grades as metrics, this study determined whether the introduction of this novel mobile technology improved student grades and aided the students in learning the course material. The results indicated that students' grades improved with the introduction of the iPads, and 78% of the students reported that the iPads facilitated their ability to learn the course material. There was a positive association between frequency of app use and standardized mastery of the course material, as students who used the apps more frequently scored higher and indicated that they felt as though they had learned the material more comprehensively. Owning or having an iPad at home did not have a significant effect on the learning of the material. The general consensus by students was that iPad anatomy apps should be used frequently to better develop student understanding of the course material. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

The translucent cadaver: a follow-up study to gauge the efficacy of implementing changes suggested by students.

Science.gov (United States)

Kotzé, Sanet Henriët; Driescher, Natasha Darné; Mole, Calvin Gerald

2013-01-01

In a study conducted in 2011, the use of full body digital X-ray images (Lodox(®) Statscan(®)) and drawings were described for surface anatomy education during which suggestions were made by students on how to improve the method. Educational innovations should continuously be adjusted and improved to provide the best possible scenario for student learning. This study, therefore, reports on the efficacy of implementing some of these suggestions. Suggestions incorporated into the follow-up study included: (1) The inclusion of eight strategically placed labeled digital X-ray images to the dissection halls, (2) The placement of both labeled and unlabeled digital X-ray images online, (3) The inclusion of informal oral questions on surface anatomy during dissection, (4) The requirement of students to submit individual drawings in addition to group drawings into their portfolios, and (5) Integrating information on how to recognize anatomical structures on X-rays into gross anatomy lectures given prior to dissection. Students were requested to complete an anonymous questionnaire. The results of the drawings, tests and questionnaires were compared to the results from the 2011 cohort. During 2012, an increased usage of the digital X-rays and an increase in practical test marks in three out of the four modules (statistically significant only in the cardiovascular module) were reported. More students from the 2012 cohort believed the images enhanced their experience of learning surface anatomy and that its use should be continued in future. The suggested changes, therefore, had a positive effect on surface anatomy education. Copyright © 2013 American Association of Anatomists.

Contributing Factors to Student Success in Anatomy and Physiology: Lower outside Workload and Better Preparation

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Harris, David E.; Hannum, Lynn; Gupta, Sat

2004-01-01

A study of students of a traditional two-semester Anatomy and Physiology class was made to determine factors that contributed to success in the coursework. The test established a co-relation between the amount of study in mathematics and science done previously in school and final grades in the subject.

Anatomy education environment measurement inventory: A valid tool to measure the anatomy learning environment.

Science.gov (United States)

Hadie, Siti Nurma Hanim; Hassan, Asma'; Ismail, Zul Izhar Mohd; Asari, Mohd Asnizam; Khan, Aaijaz Ahmed; Kasim, Fazlina; Yusof, Nurul Aiman Mohd; Manan Sulong, Husnaida Abdul; Tg Muda, Tg Fatimah Murniwati; Arifin, Wan Nor; Yusoff, Muhamad Saiful Bahri

2017-09-01

Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment, valuable information can be obtained to facilitate improvements in teaching and learning. Hence, it is important to use a valid inventory that specifically measures attributes of the anatomy education environment. In this study, a new 11-factor, 132-items Anatomy Education Environment Measurement Inventory (AEEMI) was developed using Delphi technique and was validated in a Malaysian public medical school. The inventory was found to have satisfactory content evidence (scale-level content validity index [total] = 0.646); good response process evidence (scale-level face validity index [total] = 0.867); and acceptable to high internal consistency, with the Raykov composite reliability estimates of the six factors are in the range of 0.604-0.876. The best fit model of the AEEMI is achieved with six domains and 25 items (X 2  = 415.67, P education environment in Malaysia. A concerted collaboration should be initiated toward developing a valid universal tool that, using the methods outlined in this study, measures the anatomy education environment across different institutions and countries. Anat Sci Educ 10: 423-432. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Audiovisual Material as Educational Innovation Strategy to Reduce Anxiety Response in Students of Human Anatomy

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Casado, Maria Isabel; Castano, Gloria; Arraez-Aybar, Luis Alfonso

2012-01-01

This study presents the design, effect and utility of using audiovisual material containing real images of dissected human cadavers as an innovative educational strategy (IES) in the teaching of Human Anatomy. The goal is to familiarize students with the practice of dissection and to transmit the importance and necessity of this discipline, while…

Effects of image-based and text-based active learning exercises on student examination performance in a musculoskeletal anatomy course.

Science.gov (United States)

Gross, M Melissa; Wright, Mary C; Anderson, Olivia S

2017-09-01

Research on the benefits of visual learning has relied primarily on lecture-based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text-based and image-based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text-based and image-based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in-class exercises. Students also rated the helpfulness and difficulty of the in-class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image-based exercises were significantly less demanding, less hard and required less effort than text-based exercises (P active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444-455. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Correlation of diffusion-weighted MRI and gross anatomy of rat kidneys

International Nuclear Information System (INIS)

Chen Rongfeng; Wu Xiaomei; Chen Xiaoyan; Deng Yu; Li Xinchun; He Jianxun; Li Huiming

2011-01-01

Objective: To investigate the feasibility and accuracy of diffusion-weighted MRI in differentiating the cortico-medullary layers of rat kidneys. Methods: Twelve rats underwent MRI using a 1.5 Tesla system including DWI of various b-values, T1WI and T 2 WI sequences. The MR characteristics and thickness of renal cortico-medullary layers compared to those of the gross anatomical layers. Results: On the longitudinal anatomical sections of the kidneys, four parenchymal layers of cortex (CO), the outer (OS) and inner (IS) stripes of the outer medulla (OM), the inner medulla (IM) and renal pelvis could be clearly recognized. The numbers of layers visible on MRI varied with different pulse sequences. Single layers of cortex and medulla were visible on T 1 WI. CO, OM and IM were delineated on T 2 WI. CO, OS, IS and IM were clearly identified on DWI and ADC maps. DWI was significantly superior to T 1 WI and T 2 WI for displaying the renal parenchymal layers (P 0.05) from the measurements on DWI (CO: 1.39±0.15 mm, OS: 1.01±0.17 mm, IS: 1.11±0.19 mm, IM: 1.06±0.10 mm). Different b-values of DWI did not show significant difference in depiction of the parenchyma (P>0.05). Conclusion: Four parenchymal layers shown on DWI correlated well with gross anatomical structure and may be used in imaging study of rat kidneys. (authors)

Posterior subscapular dissection: An improved approach to the brachial plexus for human anatomy students.

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Hager, Shaun; Backus, Timothy Charles; Futterman, Bennett; Solounias, Nikos; Mihlbachler, Matthew C

2014-05-01

Students of human anatomy are required to understand the brachial plexus, from the proximal roots extending from spinal nerves C5 through T1, to the distal-most branches that innervate the shoulder and upper limb. However, in human cadaver dissection labs, students are often instructed to dissect the brachial plexus using an antero-axillary approach that incompletely exposes the brachial plexus. This approach readily exposes the distal segments of the brachial plexus but exposure of proximal and posterior segments require extensive dissection of neck and shoulder structures. Therefore, the proximal and posterior segments of the brachial plexus, including the roots, trunks, divisions, posterior cord and proximally branching peripheral nerves often remain unobserved during study of the cadaveric shoulder and brachial plexus. Here we introduce a subscapular approach that exposes the entire brachial plexus, with minimal amount of dissection or destruction of surrounding structures. Lateral retraction of the scapula reveals the entire length of the brachial plexus in the subscapular space, exposing the brachial plexus roots and other proximal segments. Combining the subscapular approach with the traditional antero-axillary approach allows students to observe the cadaveric brachial plexus in its entirety. Exposure of the brachial dissection in the subscapular space requires little time and is easily incorporated into a preexisting anatomy lab curriculum without scheduling additional time for dissection. Copyright © 2014 Elsevier GmbH. All rights reserved.

Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy.

Science.gov (United States)

Shiozawa, Thomas; Butz, Benjamin; Herlan, Stephan; Kramer, Andreas; Hirt, Bernhard

2017-01-01

Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application-oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple-choice (S-MC) and 20 clinically-applied multiple-choice (CA-MC) items. The CA-MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA-MC questions significantly better than the control group (75% and 65%, respectively; P  0.05). The CA-MC questions had a slightly higher level of difficulty than the S-MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S-MC median Pearson correlations: 0.321; CA-MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA-MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46-52. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Constructive, collaborative, contextual, and self-directed learning in surface anatomy education.

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Bergman, Esther M; Sieben, Judith M; Smailbegovic, Ida; de Bruin, Anique B H; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2013-01-01

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self-directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self-directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect. Copyright © 2012 American Association of Anatomists.

Design Projects in Human Anatomy & Physiology

Science.gov (United States)

Polizzotto, Kristin; Ortiz, Mary T.

2008-01-01

Very often, some type of writing assignment is required in college entry-level Human Anatomy and Physiology courses. This assignment can be anything from an essay to a research paper on the literature, focusing on a faculty-approved topic of interest to the student. As educators who teach Human Anatomy and Physiology at an urban community college,…

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students.

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Fernández-Alemán, José Luis; López-González, Laura; González-Sequeros, Ofelia; Jayne, Chrisina; López-Jiménez, Juan José; Carrillo-de-Gea, Juan Manuel; Toval, Ambrosio

2016-04-01

This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback. An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA. A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M = 4.59). The new empirical contribution presented in this paper allows instructors to perform post hoc analyses of each particular student's progress to ensure appropriate training.

Evaluation of anatomy comic strips for further production and applications

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Shin, Dong Sun; Kim, Dae Hyun; Park, Jin Seo; Jang, Hae Gwon

2013-01-01

The corresponding author of the study has been sketching comic strips to explain anatomy in a humorous manner. All the anatomy comic strips, including those in Korean (650 episodes) and English (451 episodes), can be viewed on the homepage (http://anatomy.co.kr). Such comic strips were created with the aim of assisting medical students. However, their impact was unknown, and therefore, we surveyed the students' responses. We noted that anatomy grades were better in the students who read the comic strips. The comics helped the trainees chat with individuals with and without a medical background. The authors also considered comments on the problems with the comic strips and attempted to find solutions. The episodes are being currently used and further produced for educational purposes. To support this effort, the readers' valuable opinions will be continuously collected and assessed. PMID:24179697

Evaluation of anatomy comic strips for further production and applications.

Science.gov (United States)

Shin, Dong Sun; Kim, Dae Hyun; Park, Jin Seo; Jang, Hae Gwon; Chung, Min Suk

2013-09-01

The corresponding author of the study has been sketching comic strips to explain anatomy in a humorous manner. All the anatomy comic strips, including those in Korean (650 episodes) and English (451 episodes), can be viewed on the homepage (http://anatomy.co.kr). Such comic strips were created with the aim of assisting medical students. However, their impact was unknown, and therefore, we surveyed the students' responses. We noted that anatomy grades were better in the students who read the comic strips. The comics helped the trainees chat with individuals with and without a medical background. The authors also considered comments on the problems with the comic strips and attempted to find solutions. The episodes are being currently used and further produced for educational purposes. To support this effort, the readers' valuable opinions will be continuously collected and assessed.

Fine and Gross Motor Task Performance When Using Computer-Based Video Models by Students with Autism and Moderate Intellectual Disability

Science.gov (United States)

Mechling, Linda C.; Swindle, Catherine O.

2013-01-01

This investigation examined the effects of video modeling on the fine and gross motor task performance by three students with a diagnosis of moderate intellectual disability (Group 1) and by three students with a diagnosis of autism spectrum disorder (Group 2). Using a multiple probe design across three sets of tasks, the study examined the…

A comparison of sonography and radiography student scores in a cadaver anatomy class before and after the implementation of synchronous distance education.

Science.gov (United States)

Bagley, Jennifer Elaine; Randall, K; Anderson, M P

2015-02-01

Distance education is a solution to expand medical imaging education to students who might not otherwise be able to obtain the education. It can be a mechanism to reduce the health care worker shortage in underserved areas. In some cases, distance education may be a disruptive technology, and might lower student performance. This study compares student scores in a cadaver anatomy course in the four cohorts preceding the implementation of distance education to the first three cohorts that took the course using a multiple campus design. The means and medians of the lecture exam average, the laboratory component score, and the final course score of the nondistance education cohorts were compared with those of the distance education cohorts using nonparametric statistical analysis. Scores in an anatomy course were compared by campus placement among the distance education cohorts, and the independent effect of distance education on the laboratory component, lecture examination average, and final course scores, while controlling for cumulative grade point average and site (originating/distant), was assessed. Students receiving the course in a nondistance education environment scored higher in the anatomy course than the students who took the course in a distance education environment. Students on the distant campus scored lower than students on the originating site. Distance education technology creates new opportunities for learning, but can be a disruptive technology. Programs seeking to implement distance education into their curriculum should do so with knowledge of the advantages and disadvantages.

Use of Interactive Sessions and E-Learning in Teaching Anatomy to First-Year Optometry Students

Science.gov (United States)

Choudhury, Bipasha; Gouldsborough, Ingrid; Gabriel, Stefan

2010-01-01

Students enrolled in the Optometry program at the University of Manchester are required to take a functional anatomy course during the first year of their studies. Low mean scores in the written examination of this unit for the past two academic years energized staff to rethink the teaching format. Interactive sessions lasting 20 minutes each were…

A study of student perceptions of learning transfer from a human anatomy and physiology course in an allied health program

Science.gov (United States)

Harrell, Leigh S.

The purpose of this study was two-fold. First the study was designed to determine student perceptions regarding the perceived degree of original learning from a human anatomy and physiology course, and the student perception of the use of the knowledge in an allied health program. Second, the intention of the study was to establish student beliefs on the characteristics of the transfer of learning including those factors which enhance learning transfer and those that serve as barriers to learning transfer. The study participants were those students enrolled in any allied health program at a community college in a Midwest state, including: nursing, radiology, surgical technology, health information technology, and paramedic. Both quantitative and qualitative data were collected and analyzed from the responses to the survey. A sub-group of participants were chosen to participate in semi-structured formal interviews. From the interviews, additional qualitative data were gathered. The data collected through the study demonstrated student perception of successful transfer experiences. The students in the study were able to provide specific examples of learning transfer experienced from the human anatomy and physiology course in their allied health program. Findings also suggested students who earned higher grades in the human anatomy and physiology course perceived greater understanding and greater use of the course's learning objectives in their allied health program. The study found the students believed the following learning activities enhances the transfer of learning: (1) Providing application of the information or skills being learned during the instruction of the course content enhances the transfer of learning. (2) Providing resource materials and activities which allow the students to practice the content being taught facilitates the transfer of learning. The students made the following recommendations to remove barriers to the transfer of learning: (1

Does Ultrasound-Enhanced Instruction of Musculoskeletal Anatomy Improve Physical Examination Skills of First-Year Medical Students?

Science.gov (United States)

Walrod, Bryant J; Schroeder, Allison; Conroy, Mark J; Boucher, Laura C; Bockbrader, Marcia; Way, David P; McCamey, Kendra L; Hartz, Clinton A; Jonesco, Michael A; Bahner, David P

2018-01-01

Ultrasound imaging is commonly used to teach basic anatomy to medical students. The purpose of this study was to determine whether learning musculoskeletal anatomy with ultrasound improved performance on medical students' musculoskeletal physical examination skills. Twenty-seven first-year medical students were randomly assigned to 1 of 2 instructional groups: either shoulder or knee. Both groups received a lecture followed by hands-on ultrasound scanning on live human models of the assigned joint. After instruction, students were assessed on their ability to accurately palpate 4 anatomic landmarks: the acromioclavicular joint, the proximal long-head biceps tendon, and the medial and lateral joint lines of the knee. Performance scores were based on both accuracy and time. A total physical examination performance score was derived for each joint. Scores for instructional groups were compared by a 2-way analysis of variance with 1 repeated measure. Significant findings were further analyzed with post hoc tests. All students performed significantly better on the knee examination, irrespective of instructional group (F = 14.9; df = 1.25; P = .001). Moreover, the shoulder instruction group performed significantly better than the knee group on the overall assessment (t = -3.0; df = 25; P soft tissue landmark. Both groups performed similarly on palpation of all other anatomic structures. The use of ultrasound appears to provide an educational advantage when learning musculoskeletal physical examination of soft tissue landmarks. © 2017 by the American Institute of Ultrasound in Medicine.

Dissecting the role of sessional anatomy teachers: A systematic literature review.

Science.gov (United States)

Rhodes, Danielle; Fogg, Quentin A; Lazarus, Michelle D

2017-12-04

Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross-level, near-peer and reciprocal-peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching-related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self-assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence-based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Learning to be a doctor while learning anatomy!

DEFF Research Database (Denmark)

Netterstrøm, Ingeborg; Kayser, Lars

2008-01-01

This article presents results from a longitudinal study following a cohort of medical students. Semistructured interviews are conducted every year, in which the students tell about their experiences learning medicine, their daily life, and their social activities in relation to university. The aim...... of the study is to analyze how medical students develop their professional competencies, values, and attitudes. This article focuses on the medical student's professional development in relation to the process of studying and learning anatomy. We analyze interviews conducted while the students...... are in their third and fifth semester. Anatomy plays a significant role in the medical student's educational process, on both a cognitive and emotional level. It seems that students in learning the subject matter adapt to fundamental values in the medical profession and are thus transformed into real medical...

Connecting qualitative observation and quantitative measurement for enhancing quantitative literacy in plant anatomy course

Science.gov (United States)

Nuraeni, E.; Rahmat, A.

2018-05-01

Forming of cognitive schemes of plant anatomy concepts is performed by processing of qualitative and quantitative data obtained from microscopic observations. To enhancing student’s quantitative literacy, strategy of plant anatomy course was modified by adding the task to analyze quantitative data produced by quantitative measurement of plant anatomy guided by material course. Participant in this study was 24 biology students and 35 biology education students. Quantitative Literacy test, complex thinking in plant anatomy test and questioner used to evaluate the course. Quantitative literacy capability data was collected by quantitative literacy test with the rubric from the Association of American Colleges and Universities, Complex thinking in plant anatomy by test according to Marzano and questioner. Quantitative literacy data are categorized according to modified Rhodes and Finley categories. The results showed that quantitative literacy of biology education students is better than biology students.

Teaching surgical exposures to undergraduate medical students: an integration concept for anatomical and surgical education.

Science.gov (United States)

Hammer, Niels; Hepp, Pierre; Löffler, Sabine; Schleifenbaum, Stefan; Steinke, Hanno; Klima, Stefan

2015-06-01

Decreasing numbers of students are interested in starting a surgical career, posing substantial challenges to patient care in the next years. The anatomy course is one of the key subjects in medical training, especially in surgical disciplines. Innovative teaching concepts that integrate surgically relevant anatomy and manual dexterity might help boost student interest in surgery. A preclinical workshop entitled "Surgical exposures" was developed. A team of anatomists and surgeons introduced the surgical exposures, demonstrating the procedures on Thiel-fixed body donors. Following this introduction, students practiced the exposures in an operating room-like manner. A six-point Likert scale was used to evaluate the workshop and to compare it to the first-year dissection course. The overall evaluation result for the surgical exposures was excellent, proving to be a significantly better result when compared to the first-year dissection course. The students were more satisfied with the teaching time invested by the peers and regarded the workshop as clinically highly relevant. Furthermore, they felt that questions were addressed better and that the overall atmosphere was better than in the gross anatomy course. Subject to criticism was the course size and practicing time in both cases. The surgical exposures workshop provides preclinical students with clinically relevant anatomy and manual dexterity. It may positively influence the decision to follow a surgical career. This course, however, requires extensive teaching resources. The given concept may help implement practical medical skills in the preclinical curriculum, strengthening the professional identity of surgeons and anatomists.

Perceptions of first-year medical students towards learning anatomy using cadaveric specimens through peer teaching.

Science.gov (United States)

Agius, Andee; Calleja, Neville; Camenzuli, Christian; Sultana, Roberta; Pullicino, Richard; Zammit, Christian; Calleja Agius, Jean; Pomara, Cristoforo

2017-11-07

During the last decade, global interest in the multiple benefits of formal peer teaching has increased. This study aimed to explore the perceptions of first-year medical students towards the use of peer teaching to learn anatomy using cadaveric specimens. A descriptive, cross-sectional, retrospective survey was carried out. Data were collected using an online questionnaire which was administered to all medical students who were in their second year of their medical school curriculum and who had participated in sessions taught by their peers during their first year. Peer teaching was perceived as an effective method of learning anatomy by more than half of the participants. Analysis of mean responses revealed that the peer teachers created a positive, non-intimidating learning environment. Overall, participants gave positive feedback on their peer teachers. Six categories emerged from the responses given by participants as to why they would or would not recommend peer teaching. Ways of improvement as suggested by the respondents were also reported. Variables found to be significantly associated with the perceived benefits of the peer teaching program included sex differences, educational level and recommendations for peer teaching. This study brings to light the merits and demerits of peer teaching as viewed through the eyes of the peer learners. Peer teaching provides a sound platform for teaching and learning anatomy. Further discussions at higher levels are encouraged in order to explore the feasibility of introducing formal peer teaching in the medical curriculum. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Global Health Values of a Multidirectional Near Peer Training Program in Surgery, Pathology, Anatomy, Research Methodology, and Medical Education for Haitian, Rwandan, and Canadian Medical Students.

Science.gov (United States)

Elharram, Malik; Dinh, Trish; Lalande, Annie; Ge, Susan; Gao, Sophie; Noël, Geoffroy

As health care delivery increasingly requires providers to cross international borders, medical students at McGill University, Canada, developed a multidirectional exchange program with Haiti and Rwanda. The program integrates surgery, pathology, anatomy, research methodology, and medical education. The aim of the present study was to explore the global health value of this international training program to improve medical education within the environment of developing countries, such as Haiti and Rwanda, while improving sociocultural learning of Canadian students. Students from the University of Kigali, Rwanda and Université Quisqueya, Haiti, participated in a 3-week program at McGill University. The students spanned from the first to sixth year of their respective medical training. The program consisted of anatomy dissections, surgical simulations, clinical pathology shadowing, and interactive sessions in research methodology and medical education. To evaluate the program, a survey was administered to students using a mixed methodology approach. Common benefits pointed out by the participants included personal and professional growth. The exchange improved career development, sense of responsibility toward one's own community, teaching skills, and sociocultural awareness. The participants all agreed that the anatomy dissections improved their knowledge of anatomy and would make them more comfortable teaching the material when the returned to their university. The clinical simulation activities and shadowing experiences allowed them to integrate the different disciplines. However, the students all felt the research component had too little time devoted to it and that the knowledge presented was beyond their educational level. The development of an integrated international program in surgery, pathology, anatomy, research methodology, and medical education provided medical students with an opportunity to learn about differences in health care and medical education

An Exploration of the Factors That Contribute to Learning Satisfaction of First-Year Anatomy and Physiology Students

Science.gov (United States)

Eagleton, Saramarie

2015-01-01

Lecturers have reverted to using a "blended" approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of…

Gross anatomy and development of the peripheral nervous system.

Science.gov (United States)

Catala, Martin; Kubis, Nathalie

2013-01-01

The nervous system is divided into the central nervous system (CNS) composed of the brain, the brainstem, the cerebellum, and the spinal cord and the peripheral nervous system (PNS) made up of the different nerves arising from the CNS. The PNS is divided into the cranial nerves III to XII supplying the head and the spinal nerves that supply the upper and lower limbs. The general anatomy of the PNS is organized according to the arrangement of the fibers along the rostro-caudal axis. The control of the development of the PNS has been unravelled during the last 30 years. Motor nerves arise from the ventral neural tube. This ventralization is induced by morphogenetic molecules such as sonic hedgehog. In contrast, the sensory elements of the PNS arise from a specific population of cells originating from the roof of the neural tube, namely the neural crest. These cells give rise to the neurons of the dorsal root ganglia, the autonomic ganglia and the paraganglia including the adrenergic neurons of the adrenals. Furthermore, the supportive glial Schwann cells of the PNS originate from the neural crest cells. Growth factors as well as myelinating proteins are involved in the development of the PNS. Copyright © 2013 Elsevier B.V. All rights reserved.

perception to cadaver dissection and views on anatomy as a subject

African Journals Online (AJOL)

However, literature on medical students' perceptions on cadaver dissection and their opinions on anatomy as a subject is scanty ... Key words: Dissection, Perceptions, Cadaver, Anatomy. INTRODUCTION. Dissection has been the .... attention they give to the learning of anatomy, and this may possibly explain the relatively.

Development of a Supported Self-Directed Learning Approach for Anatomy Education

Science.gov (United States)

Findlater, Gordon S.; Kristmundsdottir, Fanney; Parson, Simon H.; Gillingwater, Thomas H.

2012-01-01

The ability to deliver sufficient core anatomical knowledge and understanding to medical students with limited time and resources remains a major challenge for anatomy educators. Here, we report the results of switching from a primarily didactic method of teaching to supported self-directed learning for students studying anatomy as part of…

Homepage to distribute the anatomy learning contents including Visible Korean products, comics, and books.

Science.gov (United States)

Chung, Beom Sun; Chung, Min Suk

2018-03-01

The authors have operated the homepage (http://anatomy.co.kr) to provide the learning contents of anatomy. From the homepage, sectioned images, volume models, and surface models-all Visible Korean products-can be downloaded. The realistic images can be interactively manipulated, which will give rise to the interest in anatomy. The various anatomy comics (learning comics, comic strips, plastination comics, etc.) are approachable. Visitors can obtain the regional anatomy book with concise contents, mnemonics, and schematics as well as the simplified dissection manual and the pleasant anatomy essay. Medical students, health allied professional students, and even laypeople are expected to utilize the easy and comforting anatomy contents. It is hoped that other anatomists successively produce and distribute their own informative contents.

Homepage to distribute the anatomy learning contents including Visible Korean products, comics, and books

Science.gov (United States)

Chung, Beom Sun

2018-01-01

The authors have operated the homepage (http://anatomy.co.kr) to provide the learning contents of anatomy. From the homepage, sectioned images, volume models, and surface models—all Visible Korean products—can be downloaded. The realistic images can be interactively manipulated, which will give rise to the interest in anatomy. The various anatomy comics (learning comics, comic strips, plastination comics, etc.) are approachable. Visitors can obtain the regional anatomy book with concise contents, mnemonics, and schematics as well as the simplified dissection manual and the pleasant anatomy essay. Medical students, health allied professional students, and even laypeople are expected to utilize the easy and comforting anatomy contents. It is hoped that other anatomists successively produce and distribute their own informative contents. PMID:29644104

Development and implementation of a technical and didactical training program for student tutors in the dissection course.

Science.gov (United States)

Shiozawa, Thomas; Hirt, Bernhard; Celebi, Nora; Baur, Friederike; Weyrich, Peter; Lammerding-Köppel, Maria

2010-12-20

student tutors have a long tradition in gross anatomy instruction. However, the full potential of the tutors is generally not tapped, since little attention is paid to their technical and didactical training. The aim of this paper is to report a systematic approach to the development, didactic reasoning and implementation of a curriculum for training student tutors in gross anatomy. the training program was developed using the six-step approach of Kern's curriculum development model. For needs assessment, the literature research was amended by a survey among the 1st and 2nd year students of the dissection course (n=167) and two independent 90 min focus group interviews with the tutors who supervised these students (n=15). Protocols were transcribed and analyzed by margin coding. The training curriculum was setup on the basis of these data. corresponding to the literature, the students want student tutors with good teaching competence as well as adequate content knowledge and technical competence. Supporting that, the tutors request a training program enhancing their didactic skills as well as their knowledge of content and working using relevant methods. Thus, a combined didactic and professional training program has been developed. Six professional and 11 didactic learning objectives were defined. A 3 weeks training curriculum was implemented, using microteaching and group exercises for didactics and active dissection for technical training. Both parts were interlocked on a contextual and practical level. our focus group analyses revealed that a specific training program for student tutors in the dissection course is necessary. We describe a feasible task-oriented training curriculum combining didactic and professional objectives. 2010. Published by Elsevier GmbH.

Nasal Anatomy

Science.gov (United States)

... Caregivers Contact ARS HOME ANATOMY Nasal Anatomy Sinus Anatomy Nasal Physiology Nasal Endoscopy Skull Base Anatomy Virtual Anatomy Disclosure ... Size + - Home > ANATOMY > Nasal Anatomy Nasal Anatomy Sinus Anatomy Nasal Physiology Nasal Endoscopy Skull Base Anatomy Virtual Anatomy Disclosure ...

Sinus Anatomy

Science.gov (United States)

... Caregivers Contact ARS HOME ANATOMY Nasal Anatomy Sinus Anatomy Nasal Physiology Nasal Endoscopy Skull Base Anatomy Virtual Anatomy Disclosure ... Size + - Home > ANATOMY > Sinus Anatomy Nasal Anatomy Sinus Anatomy Nasal Physiology Nasal Endoscopy Skull Base Anatomy Virtual Anatomy Disclosure ...

Soul Anatomy: A virtual cadaver

Directory of Open Access Journals (Sweden)

Moaz Bambi

2014-01-01

Full Text Available In the traditional science of medicine and medical education, teaching human anatomy in the class has always been done using human cadavers. Not only does this violate human sanctity, but according to our research, it is not adequate to provide students with the alleged educational value that it is supposed to deliver. It is very cumbersome to organise all the aspects of cadaver care. Cadavers are also very limited when it comes to controlling their structures and any benefit is almost completely altered the first time the cadaver is used (dissected, and ironically, it is very weak at delivering actual real-life scenarios of a human body to students. Virtual anatomy has been a promising solution that many are counting on. But even today, we have not found a complete solution that combines all the benefits of using human cadavers and those introduced by its technical counterparts. "Soul Anatomy" aims to do just that. It brings the best of all worlds, from a natural intuitive control system, life-like feel of organs, precise accuracy in moving and controlling bodily structures, to the smallest details of being able to show medical information overlays from various medical databases connected to the internet; thus making use of technology in teaching human anatomy by providing a modern learning experience.

A comparison of the effects of computer-enhanced with traditional instruction on the learning outcomes of high-school students in anatomy classes

Science.gov (United States)

Kim, Norma B.

The primary purpose of this study was to assess the effects of computer-enhanced instruction (CEI), using A.D.A.M.sp°ler The Inside Story (1997a) anatomy software, compared with traditional instruction (TI) on student learning outcomes in high school anatomy classes. Learning outcomes are comprised of student achievement. The secondary purpose of this study was to determine whether there were relationships between learning style theories and student learning outcomes. The study was conducted in two human anatomy classes at a suburban high school near Pittsburgh. One class was chosen randomly to receive CEI. The other class received identical instruction but with no software enhancement. The same instructor taught both classes. Before the study began, the Thurstone and Jeffrey Closure Flexibility Test was administered to measure students' visual perception levels and classify them as either visually perceptive or nonvisually perceptive. The Dunn Dunn and Price Learning Style Inventory was administered to the students to identify their learning styles. CEI students worked in groups at computers using A.D.A.M.sp°ler software. Students in the TI class worked in groups on word processors for written assignments. Students in both classes received the same lectures, assignments, and study guides. After the three-week instruction period, a posttest was administered to each student in both classes to compare their achievement in the endocrine unit. Two way ANOVA revealed that there was no significant difference between the mean posttest scores of students who received CEI and TI. However, a significant difference in mean posttest scores was found between visually perceptive students and nonvisually perceptive students (p < .01). There was no interaction between the instruction methods and students' visual perception levels. Regardless of the type of instruction received, visually perceptive students scored higher than nonvisually perceptive students on the posttest

A Cross-Cultural Comparison of Anatomy Learning: Learning Styles and Strategies

Science.gov (United States)

Mitchell, Barry S.; Xu, Qin; Jin, Lixian; Patten, Debra; Gouldsborough, Ingrid

2009-01-01

Cultural influences on anatomy teaching and learning have been investigated by application of a questionnaire to medical students in British and Chinese Medical Schools. Results from the responses from students of the two countries were analyzed. Both groups found it easier to understand anatomy in a clinical context, and in both countries,…

Dose- and time-dependent benefits of iPad technology in an undergraduate human anatomy course.

Science.gov (United States)

Raney, Marcella A

2016-07-08

This study examined the impact of iPad integration on performance in an undergraduate gross anatomy course. Two out of six course sections were assigned to one of the following conditions: control (no iPad, n = 61); limited access (laboratory iPads, n = 58); and unlimited access (personal iPads, n = 47). Student knowledge was assessed over time during the semester with two practical examinations in laboratory and four multiple choice/essay examinations in lecture. The same PowerPoint presentations and examinations were utilized for all conditions. Mixed ANOVA analysis identified an interaction effect between time and condition for both laboratory (F2,153  = 16.12; P < 0.05) and lecture (F6,462  = 5.47; P < 0.05) performance. Between laboratory examinations, student performance was lower by 4.2% and higher by 3.0% in control and unlimited access conditions, respectively. Unlimited access students scored higher than control and limited access (82.8 ± 2.2 vs 71.5 ± 2.6 and 74.3 ± 1.7%; P < 0.05) and higher than control students (78.7 ± 2.1 vs 70.6 ± 2.0%; P < 0.05) on the third and fourth lecture examination, respectively. Postsemester surveys completed by experimental students (89.5% response rate) indicated that a greater percentage of unlimited vs limited access students agreed that laboratory (84.8 vs 56.3%, P < 0.05) and lecture (58.7 vs 14.6%, P < 0.05) performance was enhanced with the iPad. Results suggest that if students are given the opportunity to overcome the technology learning curve, tablet devices and relevant applications can be useful tools in human anatomy courses. Anat Sci Educ 9: 367-377. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Exploring the use of a Facebook page in anatomy education.

Science.gov (United States)

Jaffar, Akram Abood

2014-01-01

Facebook is the most popular social media site visited by university students on a daily basis. Consequently, Facebook is the logical place to start with for integrating social media technologies into education. This study explores how a faculty-administered Facebook Page can be used to supplement anatomy education beyond the traditional classroom. Observations were made on students' perceptions and effectiveness of using the Page, potential benefits and challenges of such use, and which Insights metrics best reflect user's engagement. The Human Anatomy Education Page was launched on Facebook and incorporated into anatomy resources for 157 medical students during two academic years. Students' use of Facebook and their perceptions of the Page were surveyed. Facebook's "Insights" tool was also used to evaluate Page performance during a period of 600 days. The majority of in-class students had a Facebook account which they adopted in education. Most students perceived Human Anatomy Education Page as effective in contributing to learning and favored "self-assessment" posts. The majority of students agreed that Facebook could be a suitable learning environment. The "Insights" tool revealed globally distributed fans with considerable Page interactions. The use of a faculty-administered Facebook Page provided a venue to enhance classroom teaching without intruding into students' social life. A wider educational use of Facebook should be adopted not only because students are embracing its use, but for its inherent potentials in boosting learning. The "Insights" metrics analyzed in this study might be helpful when establishing and evaluating the performance of education-oriented Facebook Pages. © 2013 American Association of Anatomists.

Illustrated Speech Anatomy.

Science.gov (United States)

Shearer, William M.

Written for students in the fields of speech correction and audiology, the text deals with the following: structures involved in respiration; the skeleton and the processes of inhalation and exhalation; phonation and pitch, the larynx, and esophageal speech; muscles involved in articulation; muscles involved in resonance; and the anatomy of the…

Clinical anatomy e-cases: a five-year follow-up of learning analytics.

Science.gov (United States)

Perumal, Vivek; Butson, Russell; Blyth, Phil; Daniel, Ben

2017-01-27

This article explores the development and user experiences of a supplementary e-learning resource (clinical anatomy e-cases) for medical students, across a five-year teaching period. A series of online supplementary e-learning resources (the clinical anatomy e-cases) were developed and introduced to the regional and clinical anatomy module of the medicine course. Usage analytics were collected online from a cohort of third-year medical students and analysed to gain a better understanding of how students utilised these resources. Key results showed that the students used the supplementary learning resource during and outside regular teaching hours that includes a significant access during holidays. Analysis also suggested that the resources were frequently accessed during examination periods and during subsequent clinical study years (fourth or fifth years of medicine course). Increasing interest and positive feedback from students has led to the development of a further series of e-cases. Tailor-made e-learning resources promote clinical anatomy learning outside classroom hours and make supplementary learning a 24/7 task.

[Teaching human anatomy to the graduation course in Health Sciences of the Lisbon University: five years of a new educational experience].

Science.gov (United States)

Furtado, Ivo A; Gonçalves Ferreira, Ana D; Gonçalves Ferreira, António J

2013-01-01

The authors make the balance of the first five years of teaching Anatomy to the Licensure in Health Sciences, of Lisbon University. Were studied 408 students, enrolled in the Curricular Unit of Anatomy (mandatory subject of the 1st semester) and 29 in the Curricular Unit of Neuroanatomy (optional subject of the 6th semester). It was performed the statistical analysis by Anova and t Student test. There was an annual growing influx of students enrolled in Curricular Unit of Anatomy, a stable number in Neuroanatomy and clear predominance of female students; ratio teacher / student variable between 1/9 and 1/17 in Anatomy and 1/8 in Neuroanatomy; high number of initial dropouts (15.69%) in Anatomy; approval levels of 95.93% in Anatomy and Neuroanatomy 100%; trend of improvement in the last two years, with statistical significance in the Curricular Unit of Anatomy (p = 0.0001) and equal academic performance of students of both genders; satisfaction scores of students of Anatomy, Good = 71% and Very Good = 8%; in Neuroanatomy, unanimous classification by students = Very Good. It was a very positive learning experience. The authors propose: the study of the causes and prevention of early dropout of incoming students, improving the ratio teacher / student, possible extension to a 2nd semester of the Curricular Unit of Anatomy and improving facilities that are already underway and includes the refurbishment and modernization of the anatomical theater of the Institute of Anatomy, Faculty of Medicine, University of Lisbon.

Effect of an Interactive Web-Based Instruction in the Performance of Undergraduate Anatomy and Physiology Lab Students

Science.gov (United States)

Gopal, Tamilselvi; Herron, Sherry S.; Mohn, Richard S.; Hartsell, Taralynn; Jawor, Jodie M.; Blickenstaff, Jacob C.

2010-01-01

This study provides an understanding of how different interactive technology tools that are integrated into a Website can be used for teaching undergraduate human anatomy and physiology laboratory students. Technology tools refer to a Website that the authors created to teach the Cardiovascular System that includes dynamic tools such as the…

Complementing anatomy education using three-dimensional anatomy mobile software applications on tablet computers.

Science.gov (United States)

Lewis, T L; Burnett, B; Tunstall, R G; Abrahams, P H

2014-04-01

Anatomy has traditionally been a cornerstone of medical education, which has been taught via dissection and didactic lectures. The rising prevalence of mobile tablet technology means medical software applications ("apps") play an increasingly important role in medical education. The applications highlighted in this article will aid anatomical educators to identify which are the most useful in clinical, academic, and educational environments. These have been systematically identified by downloading all applications with keywords related to anatomy and then carrying out qualitative assessment. Novel anatomy applications from developers such as Visible Body, 3D4Medical, and Pocket Anatomy allow students to visualize and manipulate complex anatomical structures using detailed 3D models. They often contain additional content including clinical correlations and a range of media from instructional videos to interactive quiz functions. The strength of tablet technology lies in its ability to consolidate and present anatomical information to the user in the most appropriate manner for their learning style. The only question mark remains over the level of detail and accuracy of these applications. Innovative medical educators who embrace tablet technology will find that anatomy applications serve as a useful learning tool when used in conjunction with existing teaching setups. Copyright © 2013 Wiley Periodicals, Inc.

Display of cross sectional anatomy by nuclear magnetic resonance imaging

International Nuclear Information System (INIS)

Hinshaw, W.S.; Andrew, E.R.; Bottomley, P.A.; Holland, G.N.; Moore, W.S.; Worthington, B.S.

1978-01-01

High definition cross-sectional images produced by a new nuclear magnetic resonace (NMR) technique are shown. The images are a series of thin section scans in the coronal plane of the head of a rabbit. The NMR images are derived from the distribution of the density of mobile hydrogen atoms. Various tissue types can be distinguished and a clear registration of gross anatomy is demonstrated. No known hazards are associated with the technique. (author)

Display of cross sectional anatomy by nuclear magnetic resonance imaging.

Science.gov (United States)

Hinshaw, W S; Andrew, E R; Bottomley, P A; Holland, G N; Moore, W S

1978-04-01

High definition cross-sectional images produced by a new nuclear magnetic resonance (NMR) technique are shown. The images are a series of thin section scans in the coronal plane of the head of a rabbit. The NMR images are derived from the distribution of the density of mobile hydrogen atoms. Various tissue types can be distinguished and a clear registration of gross anatomy is demonstrated. No known hazards are associated with the technique.

Radiological anatomy - evaluation of integrative education in radiology.

Science.gov (United States)

Dettmer, S; Schmiedl, A; Meyer, S; Giesemann, A; Pabst, R; Weidemann, J; Wacker, F K; Kirchhoff, T

2013-09-01

Evaluation and analysis of the integrative course "Radiological Anatomy" established since 2007 at the Medical School Hannover (MHH) in comparison with conventional education. Anatomy and radiology are usually taught separately with a considerable time lag. Interdisciplinary teaching of these associated subjects seems logical for several reasons. Therefore, the integrative course "Radiological Anatomy" was established in the second year of medical education, combining these two closely related subjects. This interdisciplinary course was retrospectively evaluated by consideration of a student questionnaire and staff observations. The advantages and disadvantages of integrative teaching in medical education are discussed. The course ratings were excellent (median 1; mean 1.3 on a scale of 1 to 6). This is significantly (p radiology increased during the course (88 %). According to the students' suggestions the course was enhanced by a visitation in the Department of Radiology and the additional topic central nervous system. Integrative teaching of anatomy and radiology was well received by the students. Both, anatomical and radiological comprehension and the motivation to learn were improved. However, it should be considered, that the amount of work and time required by the teaching staff is considerably increased compared to traditional teaching. © Georg Thieme Verlag KG Stuttgart · New York.

Teaching medical anatomy: what is the role of imaging today?

Science.gov (United States)

Grignon, Bruno; Oldrini, Guillaume; Walter, Frédéric

2016-03-01

Medical anatomy instruction has been an important issue of debate for many years and imaging anatomy has become an increasingly important component in the field, the role of which has not yet been clearly defined. The aim of the paper was to assess the current deployment of medical imaging in the teaching of anatomy by means of a review of the literature. A systematic search was performed using the electronic database PubMed, ScienceDirect and various publisher databases, with combinations of the relevant MeSH terms. A manual research was added. In most academic curricula, imaging anatomy has been integrated as a part of anatomical education, taught using a very wide variety of strategies. Considerable variation in the time allocation, content and delivery of medical imaging in teaching human anatomy was identified. Given this considerable variation, an objective assessment remains quite difficult. In most publications, students' perceptions regarding anatomical courses including imaging anatomy were investigated by means of questionnaires and, regardless of the method of teaching, it was globally concluded that imaging anatomy enhanced the quality and efficiency of instruction in human anatomy. More objective evaluation based on an increase in students' performance on course examinations or on specific tests performed before and after teaching sessions showed positive results in numerous cases, while mixed results were also indicated by other studies. A relative standardization could be useful in improving the teaching of imaging anatomy, to facilitate its assessment and reinforce its effectiveness.

Process-Oriented Guided-Inquiry Learning in an Introductory Anatomy and Physiology Course with a Diverse Student Population

Science.gov (United States)

Brown, Patrick J. P.

2010-01-01

Process-oriented guided-inquiry learning (POGIL), a pedagogical technique initially developed for college chemistry courses, has been implemented for 2 yr in a freshman-level anatomy and physiology course at a small private college. The course is populated with students with backgrounds ranging from no previous college-level science to junior and…

Building the Body: Active Learning Laboratories that Emphasize Practical Aspects of Anatomy and Integration with Radiology

Science.gov (United States)

Zumwalt, Ann C.; Lufler, Rebecca S.; Monteiro, Joseph; Shaffer, Kitt

2010-01-01

Active learning exercises were developed to allow advanced medical students to revisit and review anatomy in a clinically meaningful context. In our curriculum, students learn anatomy two to three years before they participate in the radiology clerkship. These educational exercises are designed to review anatomy content while highlighting its…

Stereopsis, Visuospatial Ability, and Virtual Reality in Anatomy Learning

NARCIS (Netherlands)

Luursema, J.M.; Vorstenbosch, M.A.; Kooloos, J.G.M.

2017-01-01

A new wave of virtual reality headsets has become available. A potential benefit for the study of human anatomy is the reintroduction of stereopsis and absolute size. We report a randomized controlled trial to assess the contribution of stereopsis to anatomy learning, for students of different

Use of dynamic images in radiology education: Movies of CT and MRI in the anatomy classroom.

Science.gov (United States)

Jang, Hye Won; Oh, Chang-Seok; Choe, Yeon Hyeon; Jang, Dong Su

2018-04-19

Radiology education is a key component in many preclinical anatomy courses. However, the reported effectiveness of radiology education within such anatomy classrooms has varied. This study was conducted to determine if a novel educational method using dynamic images of movies of computed tomography (CT) and magnetic resonance imaging (MRI) was effective in radiology education during a preclinical anatomy course, aided by clay modeling, specific hand gestures (digit anatomy), and reports from dissection findings uploaded to the anatomy course website (digital reports). Feedback surveys using a five-point Likert scale were administered to better clarify students' opinions regarding their understanding of CT and MRI of anatomical structures, as well as to determine if such preclinical radiology education was helpful in their clinical studies. After completion of the anatomy course taught with dynamic images of CT and MRI, most students demonstrated an adequate understanding of basic CT and MR images. Additionally, students in later clinical years generally believed that their study of radiologic images during the preclinical anatomy course was helpful for their clinical studies and clerkship rotations. Moreover, student scores on imaging anatomy examinations demonstrated meaningful improvements in performance after using dynamic images from movies of CT and MRI. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Perceptions of a mobile technology on learning strategies in the anatomy laboratory.

Science.gov (United States)

Mayfield, Chandler H; Ohara, Peter T; O'Sullivan, Patricia S

2013-01-01

Mobile technologies offer new opportunities to improve dissection learning. This study examined the effect of using an iPad-based multimedia dissection manual during anatomy laboratory instruction on learner's perception of anatomy dissection activities and use of time. Three experimental dissection tables used iPads and three tables served as a control for two identical sessions. Trained, non-medical school anatomy faculty observers recorded use of resources at two-minute intervals for 20 observations per table. Students completed pre- and post-perception questionnaires. We used descriptive and inferential analyses. Twenty-one control and 22 experimental students participated. Compared with controls, experimental students reported significantly (P learning anatomy. Experimental students indicated that the iPad helped them in dissection. We observed experimental students more on task (93% vs. 83% of the time) and less likely to be seeking an instructor (2% vs. 32%). The groups received similar attention from instructors (33% vs. 37%). Fifty-nine percent of the time at least one student was looking at the iPad. Groups clustered around the iPad a third of their time. We conclude that the iPad-manual aided learner engagement, achieved instructional objectives, and enhanced the effectiveness and efficiency of dissection education. Copyright © 2012 American Association of Anatomists.

Display of cross sectional anatomy by nuclear magnetic resonance imaging. 1978.

Science.gov (United States)

Hinshaw, W S; Andrew, E R; Bottomley, P A; Holland, G N; Moore, W S

1995-12-01

High definition cross-sectional images produced by a new nuclear magnetic resonance (NMR) technique are shown. The images are a series of thin section scans in the coronal plane of the head of a rabbit. The NMR images are derived from the distribution of the density of mobile hydrogen atoms. Various tissue types can be distinguished and a clear registration of gross anatomy is demonstrated. No known hazards are associated with the technique.

Gross morphological changes in premature and post mature human plancentae

International Nuclear Information System (INIS)

Sherin, F.; Afzal, E.; Seema, N.

2015-01-01

Placenta is a valuable tool for maternal and foetal diseases. Gross pathological changes are seen in the placenta of many disorders of pregnancy, which are associated with high perinatal morbidity and mortality. This study was conducted with the aim to compare the morphological features of preterm, term and post term placentae in our setup. Methods: This cross sectional study was conducted on 150 placentae: 50 were from normal (term) pregnancies considered as control (delivered between 37 to 42 weeks of gestation.), 50 from premature pregnancies (gestational age between 35-37 weeks) from mothers having hypertensive disorders of pregnancy, and 50 from post mature pregnancies (gestational age more than 42 weeks). The placentae were collected from Department of Obstetrics and Gynaecology, Khyber Teaching Hospital, Peshawar, through purposive sampling. Placentae were examined in the department of Anatomy, Khyber Medical College Peshawar. Results: In gross morphological features of placentae (weight and diameter) showed significant (p<0.001) among the groups Conclusion: In was concluded that the hypertensive disorders of the pregnancy adversely influence the morphology of placenta, which leads to the premature delivery. (author)

YouTube: An Emerging Tool in Anatomy Education

Science.gov (United States)

Jaffar, Akram Abood

2012-01-01

The use of online social networks in medical education can remodel and enhance anatomy teaching and learning; one such network is the video-sharing site YouTube. Limited research in the literature exists on the use of YouTube as a platform for anatomy education. The aim of this study is to assess student's perceptions and patterns of usage of this…

Stereopsis, Visuospatial Ability, and Virtual Reality in Anatomy Learning

OpenAIRE

Luursema, Jan-Maarten; Vorstenbosch, Marc; Kooloos, Jan

2017-01-01

A new wave of virtual reality headsets has become available. A potential benefit for the study of human anatomy is the reintroduction of stereopsis and absolute size. We report a randomized controlled trial to assess the contribution of stereopsis to anatomy learning, for students of different visuospatial ability. Sixty-three participants engaged in a one-hour session including a study phase and posttest. One group studied 3D models of the anatomy of the deep neck in full stereoptic virtual ...

Connecting art and science: An interdisciplinary strategy and its impact on the affective domain of community college human anatomy students

Science.gov (United States)

Petti, Kevin

Educational objectives are often described within the framework of a three-domain taxonomy: cognitive, affective and psychomotor. While most of the research on educational objectives has focused on the cognitive domain, the research that has been conducted on the affective domain, which speaks to emotions, attitudes, and values, has identified a number of positive outcomes. One approach to enhancing the affective domain is that of interdisciplinary education. Science education research in the realm of interdisciplinary education and affective outcomes is limited; especially research conducted on community college students of human anatomy. This project investigated the relationship between an interdisciplinary teaching strategy and the affective domain in science education by utilizing an interdisciplinary lecture in a human anatomy class. Subjects were anatomy students in a California community college who listened to a one-hour lecture describing the cultural, historical and scientific significance of selected pieces of art depicting human dissection in European medieval and Renaissance universities. The focus was on how these renderings represent the state of anatomy education during their respective eras. After listening to the lecture, subjects were administered a 35-question survey that was composed of 14 demographic questions and 21 Likert-style statements that asked respondents to rate the extent to which the intervention influenced their affective domain. Descriptive statistics were then used to determine which component of the affective domain was most influenced, and multiple regression analysis was used to examine the extent to which individual differences along the affective continuum were explained by select demographic measures such as gender, race/ethnicity, education level, and previous exposure to science courses. Results indicate that the interdisciplinary intervention had a positive impact on every component of the affective domain hierarchy

The context of learning anatomy: does it make a difference?

Science.gov (United States)

Smith, Claire F; Martinez-Álvarez, Concepción; McHanwell, Stephen

2014-01-01

This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both ∼ 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P = 0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P = 0.015 and P = 0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P = 0.007), struggled to remember what they did last semester (P = 0.032) and were not confident in their knowledge base (P = 0.0001). All students responded strongly to the statement ‘I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional’. A strong response to this statement was associated with students adopting a deep approach (P = 0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions. PMID:23930933

The context of learning anatomy: does it make a difference?

Science.gov (United States)

Smith, Claire F; Martinez-Álvarez, Concepción; McHanwell, Stephen

2014-03-01

This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both ~ 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P = 0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P = 0.015 and P = 0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P = 0.007), struggled to remember what they did last semester (P = 0.032) and were not confident in their knowledge base (P = 0.0001). All students responded strongly to the statement 'I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional'. A strong response to this statement was associated with students adopting a deep approach (P = 0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions. © 2013 Anatomical Society.

Innovative activities for teaching anatomy of speech production.

Science.gov (United States)

Skinder-Meredith, Amy E

2010-01-01

Courses in anatomy have traditionally relied on lectures and cadaver dissection laboratories. In speech and hearing sciences, there tends to be less access to cadavers than in medical schools and other allied health professions. It is more typical to use anatomical models, diagrams and lecture slides. Regardless of the resources available, anatomy is a subject that lends itself to hands-on learning. This article briefly reviews teaching methods and describes a variety of innovative activities to enhance learning of anatomical concepts and clinical relevance of anatomy for speech production. Teaching strategies and activities were developed to capitalize on students' multimodal learning preferences as revealed by responses to a survey administered to 49 undergraduates in the beginning of an anatomy of speech production course. At the end of the semester, students completed a second survey. A five-point Likert scale was used to assess the usefulness of each activity as a learning tool or level of clinical relevance and the level of enjoyability. The responses were overwhelmingly positive with level of usefulness and level of clinical relevance rated higher on average than the level of enjoyment.

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

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Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

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Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

2014-02-01

Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

Xeroradiographic anatomy of the equine digit and metacarpophalangeal region

International Nuclear Information System (INIS)

Smallwood, J.E.; Holladay, S.D.

1987-01-01

The purpose of the project was to use xeroradiography to provide a reference for radiographic anatomy of the equine digit and metacarpophalangeal region. The left foredigits and metacarpophalangeal joints of a mature horse and a 30-day-old foal were radiographed, using xeroradiographic techniques. Fifteen xeroradiographs, illustrating standard projections of each area, were selected and appropriately labeled to demonstrate normal radiographic anatomy of these regions. These xeroradiographs have been used successfully for several years to teach radiographic anatomy of these areas to first-year veterinary students at North Carolina State University

The Diverse Utility of Wet Prosections and Plastinated Specimens in Teaching Gross Anatomy in New Zealand

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Cornwall, Jon

2011-01-01

Anatomical education has traditionally used cadaveric material to study the human body, with both wet prosections and plastinated (PP) material commonly utilized. However, the frequency of use of these different preparation modes in a tertiary institution has not been previously examined. An audit of PP use in the Department of Anatomy and…

Commentary: the importance of musculoskeletal medicine and anatomy in medical education.

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Day, Charles S; Ahn, Christine S

2010-03-01

Medical schools in the United States have continued to demonstrate deficiencies in musculoskeletal education. In response to the findings of numerous studies and to the objectives of the U.S. Bone and Joint Decade (an international collaborative movement sanctioned by the United Nations and the World Health Organization for the purpose of promoting awareness of musculoskeletal disease), several institutions, including Harvard Medical School, have reassessed the preclinical musculoskeletal curriculum at their respective medical schools. A cross-sectional survey at Harvard in 2004 found that students lacked clinical confidence in dealing with the musculoskeletal system. In addition, only one quarter of the graduating class of medical students passed a nationally validated exam in basic musculoskeletal competency. In 2005, 33 total hours of musculoskeletal medicine were added to the musculoskeletal blocks of the preclinical anatomy, pathophysiology, and physical examination courses. Alongside this movement toward more musculoskeletal education, there has been continued debate over the relevance and cost-effectiveness of cadaveric and surface anatomy labs. With the advent of advanced imaging technology, some argue that dissection anatomy is outdated and labor-intensive, whereas three-dimensional images are more accessible and time-effective for today's students. However, knowledge of anatomy is a critical foundation to learning musculoskeletal medicine. Thus, making room for more musculoskeletal curriculum time by cutting out cadaveric anatomy labs may ultimately be counterproductive.

Introductory Anatomy and Physiology in an Undergraduate Nursing Curriculum

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Brown, S. J.; White, S.; Power, N.

2017-01-01

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped…

Browsing software of the Visible Korean data used for teaching sectional anatomy.

Science.gov (United States)

Shin, Dong Sun; Chung, Min Suk; Park, Hyo Seok; Park, Jin Seo; Hwang, Sung Bae

2011-01-01

The interpretation of computed tomographs (CTs) and magnetic resonance images (MRIs) to diagnose clinical conditions requires basic knowledge of sectional anatomy. Sectional anatomy has traditionally been taught using sectioned cadavers, atlases, and/or computer software. The computer software commonly used for this subject is practical and efficient for students but could be more advanced. The objective of this research was to present browsing software developed from the Visible Korean images that can be used for teaching sectional anatomy. One thousand seven hundred and two sets of MRIs, CTs, and sectioned images (intervals, one millimeter) of a whole male cadaver were prepared. Over 900 structures in the sectioned images were outlined and then filled with different colors to elaborate each structure. Software was developed where four corresponding images could be displayed simultaneously; in addition, the structures in the image data could be readily recognized with the aid of the color-filled outlines. The software, distributed free of charge, could be a valuable tool to teach medical students. For example, sectional anatomy could be taught by showing the sectioned images with real color and high resolution. Students could then review the lecture by using the sectioned and color-filled images on their own computers. Students could also be evaluated using the same software. Furthermore, other investigators would be able to replace the images for more comprehensive sectional anatomy. Copyright © 2011 Wiley-Liss, Inc.

From college to clinic: reasoning over memorization is key for understanding anatomy.

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Miller, Sue Ann; Perrotti, William; Silverthorn, Dee U; Dalley, Arthur F; Rarey, Kyle E

2002-04-15

Anatomy and physiology are taught in community colleges, liberal arts colleges, universities, and medical schools. The goals of the students vary, but educators in these diverse settings agree that success hinges on learning concepts rather than memorizing facts. In this article, educators from across the postsecondary educational spectrum expand on several points: (1) There is a problem with student perception that anatomy is endless memorization, whereas the ability to manage information and use reasoning to solve problems are ways that professionals work. This misperception causes students to approach the subject with the wrong attitude. (2) The process of learning to use information is as important as the concepts themselves. Using understanding to explain and make connections is a more useful long-term lesson than is memorization. Anatomy should be presented and learned as a dynamic basis for problem solving and for application in the practice and delivery of quality health care. (3) Integration of form and function must be explicit and universal across all systems. (4) Using only models, images, audiovisuals, or computers cannot lead students to the requisite reasoning that comes from investigative dissection of real tissue. (5) Some undergraduate courses require students to memorize excessive musculoskeletal detail. (6) Learning tissue biology is a particular struggle for medical students who have no background from an undergraduate course. (7) Medical professors and students see benefits when students have taken undergraduate courses in anatomy, histology, and physiology. If medical schools suggest these electives to applicants, medical students might arrive better prepared and, thus, be able to learn clinical correlations more efficiently in the limited allocated time of medical school curricula. Copyright 2002 Wiley-Liss, Inc.

Design and implementation of an online systemic human anatomy course with laboratory.

Science.gov (United States)

Attardi, Stefanie M; Rogers, Kem A

2015-01-01

Systemic Human Anatomy is a full credit, upper year undergraduate course with a (prosection) laboratory component at Western University Canada. To meet enrollment demands beyond the physical space of the laboratory facility, a fully online section was developed to run concurrently with the traditional face to face (F2F) course. Lectures given to F2F students are simultaneously broadcasted to online students using collaborative software (Blackboard Collaborate). The same collaborative software is used by a teaching assistant to deliver laboratory demonstrations in which three-dimensional (3D) virtual anatomical models are manipulated. Ten commercial software programs were reviewed to determine their suitability for demonstrating the virtual models, resulting in the selection of Netter's 3D Interactive Anatomy. Supplementary online materials for the central nervous system were developed by creating 360° images of plastinated prosected brain specimens and a website through which they could be accessed. This is the first description of a fully online undergraduate anatomy course with a live, interactive laboratory component. Preliminary data comparing the online and F2F student grades suggest that previous student academic performance, and not course delivery format, predicts performance in anatomy. Future qualitative studies will reveal student perceptions about their learning experiences in both of the course delivery formats. © 2014 American Association of Anatomists.

Reasonable classical concepts in human lower limb anatomy from the viewpoint of the primitive persistent sciatic artery and twisting human lower limb.

Science.gov (United States)

Kawashima, Tomokazu; Sasaki, Hiroshi

2010-11-01

The main aim of this review is (1) to introduce the two previous studies we published human lower limb anatomy based on the conventional macroscopic anatomical [corrected] criteria with hazardous recognition of this description, (2) to activate the discussion whether the limb homology exists, and (3) to contribute to future study filling the gap between the gross anatomy and embryology. One of the topics we discussed was the human persistent sciatic artery. To date, numerous human cases of persistent sciatic artery have been reported in which the anomalous artery was present in the posterior compartment of the thigh alongside the sciatic nerve. As one of the important criteria for assessing the human primitive sciatic artery, its ventral arterial position with respect to the sciatic nerve is reasonable based on the initial positional relationship between ventral arterial and dorsal nervous systems and comparative anatomical findings. We also discuss ways of considering the topography of muscles of the lower limb and their innervations compared to those of the upper limb. We propose a schema of the complex anatomical characteristics of the lower limb based on the vertebrate body plan. According to this reasonable schema, the twisted anatomy of the lower limb can be understood more easily. These two main ideas discussed in this paper will be useful for further understanding of the anatomy of the lower limb and as a first step for future. We hope that the future study in lower limb will be further developed by both viewpoints of the classical gross anatomy and recent embryology.

Does Spatial Ability Help the Learning of Anatomy in a Biomedical Science Course?

Science.gov (United States)

Sweeney, Kevin; Hayes, Jennifer A.; Chiavaroli, Neville

2014-01-01

A three-dimensional appreciation of the human body is the cornerstone of clinical anatomy. Spatial ability has previously been found to be associated with students' ability to learn anatomy and their examination performance. The teaching of anatomy has been the subject of major change over the last two decades with the reduction in time spent…

Assisting at-risk community college students' acquisition of critical thinking learning strategies in human anatomy and physiology

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Arburn, Theresa Morkovsky

1998-11-01

The purpose of this study was to investigate whether learning thinking strategies within the context of a community college course in Human Anatomy and Physiology would result in increased academic performance and the incidence of critical thinking skills. Included in the study sample were 68 community college students, many of whom would be categorized as "at-risk," who were enrolled in four sections of a Human Anatomy and Physiology class. Two of the class sections served as the experimental group and two sections served as the control group. During the course of one semester, members of the experimental group participated in the use of a student-generated questioning technique in conjunction with lecture presentations, while members of the control group did not. All students were pretested using the Learning and Study Strategies Inventory (LASSI) and the California Critical Thinking Skills Test (CCTST). Posttesting was completed using these same instruments and an end-of-course comprehensive examination. Analysis of data revealed no significant differences between the experimental and control groups with regard to their overall achievement, their ability to process information, or their demonstration of critical thinking. It was interesting to note, however, that members of the experimental group did exhibit a change in their ability to select main ideas, apply deductive reasoning, and use inference. While the use of thinking strategies within the context of the course did not effect a significant change in academic achievement or critical thinking among at-risk community college students, it should be noted that application of a non-lecture method of class participation had no negative impact on student performance. Whether more abstruse changes have occurred with regard to the acquisition of cognitive skills remains to be elucidated.

Perceptions of Junior Doctors and Undergraduate Medical Students as Anatomy Teachers: Investigating Distance along the Near-Peer Teaching Spectrum

Science.gov (United States)

Hall, Samuel; Stephens, Jonathan; Andrade, Teu; Davids, Joseph; Powell, Matthew; Border, Scott

2014-01-01

Near-peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be…

Ontology-driven education: Teaching anatomy with intelligent 3D games on the web

Science.gov (United States)

Nilsen, Trond

Human anatomy is a challenging and intimidating subject whose understanding is essential to good medical practice, taught primarily using a combination of lectures and the dissection of human cadavers. Lectures are cheap and scalable, but do a poor job of teaching spatial understanding, whereas dissection lets students experience the body's interior first-hand, but is expensive, cannot be repeated, and is often imperfect. Educational games and online learning activities have the potential to supplement these teaching methods in a cheap and relatively effective way, but they are difficult for educators to customize for particular curricula and lack the tutoring support that human instructors provide. I present an approach to the creation of learning activities for anatomy called ontology-driven education, in which the Foundational Model of Anatomy, an ontological representation of knowledge about anatomy, is leveraged to generate educational content, model student knowledge, and support learning activities and games in a configurable web-based educational framework for anatomy.

Practicing Handoffs Early: Applying a Clinical Framework in the Anatomy Laboratory

Science.gov (United States)

Lazarus, Michelle D.; Dos Santos, Jason A.; Haidet, Paul M.; Whitcomb, Tiffany L.

2016-01-01

The anatomy laboratory provides an ideal environment for the integration of clinical contexts as the willed-donor is often regarded as a student's "first patient." This study evaluated an innovative approach to peer teaching in the anatomy laboratory using a clinical handoff context. The authors introduced the "Situation,…

Perceptions of cadaveric dissection in anatomy teaching.

Science.gov (United States)

Naz, Saima; Nazir, Ghazala; Iram, Samia; Mohammad, Malik; Umair; Qari, Iftikhar Hussain; Mohammad, Shaheen

2011-01-01

Anatomy professors world over are lamenting about medical students' lack of interest in dissections and its diminishing utilisation in medical studies. The objective of our study was to find out the reasons why some of the Pakistani medical students were avoiding dissections. We conducted this study in 5 medical colleges of Pakistan from Dec 2010-Oct 2011. Questionnaires were prepared and administered to more than 500 Pakistani medical students, at least 6 months after their first cadaver dissecting session. Mostly 1st and 2nd year medical students participated in this study. Around 43% students have actually performed dissections in some form, whereas around 57% had never touched the cadaver. Further evaluation of these results revealed that out of 57% of students, 45% avoided dissection due to bad smell of formaldehyde, 37% due to moral/ethical grounds, 22% due to low motivation and respect of human body, 19.4% due to anxiety, 18.6% due to religious reason, 16% due to fear, asthma and emotional reaction, 9.4% due to toxic chemical, 8.6% due to laziness and 7% due to nightmares. In spite of availability of required number of cadavers in all 5 medical colleges and a clear realisation amongst the students that dissecting cadaver is an effective way of learning anatomy; majority of students were not very keen and had therefore not performed dissection even once.

The Classroom Performance System (CPS): Effects on student participation, attendance, and achievement in multicultural anatomy and physiology classes at South Texas College

Science.gov (United States)

Termos, Mohamad Hani

2011-12-01

The Classroom Performance System (CPS) is an instructional technology tool that increases student performance and addresses different learning styles. Instructional technologies are used to promote active learning; however, student embarrassment issue in a multicultural setting is not addressed. This study assessed the effect of the CPS on student participation, attendance, and achievement in multicultural college-level anatomy and physiology classes at South Texas College, where the first spoken language is not English. Quantitative method and quasi-experimental design were employed and comparative statistic methods and pre-post tests were used to collect the data. Participants were college students and sections of study were selected by convenient sampling. Participation was 100% during most of the lectures held and participation rate did not strike above 68% in control group. Attendance was significantly higher in CPS sections than the control group as shown by t-tests. Experimental sections had a higher increase in the pre-post test scores and student averages on lecture exams increased at a higher rate as compared to the control group. Therefore, the CPS increased student participation, attendance, and achievement in multicultural anatomy and physiology classes. The CPS can be studied in other settings where the first spoken language is English or in other programs, such as special education programs. Additionally, other variables can be studied and other methodologies can be employed.

Students as resurrectionists--A multimodal humanities project in anatomy putting ethics and professionalism in historical context.

Science.gov (United States)

Hammer, Rachel R; Jones, Trahern W; Hussain, Fareeda Taher Nazer; Bringe, Kariline; Harvey, Ronee E; Person-Rennell, Nicole H; Newman, James S

2010-01-01

Because medical students have many different learning styles, the authors, medical students at Mayo Clinic, College of Medicine researched the history of anatomical specimen procurement, reviewing topic-related film, academic literature, and novels, to write, direct, and perform a dramatization based on Robert Louis Stevenson's The Body-Snatcher. Into this performance, they incorporated dance, painting, instrumental and vocal performance, and creative writing. In preparation for the performance, each actor researched an aspect of the history of anatomy. These micro-research projects were presented in a lecture before the play. Not intended to be a research study, this descriptive article discusses how student research and ethics discussions became a theatrical production. This addition to classroom and laboratory learning addresses the deep emotional response experienced by some students and provides an avenue to understand and express these feelings. This enhanced multimodal approach to"holistic learning" could be applied to any topic in the medical school curriculum, thoroughly adding to the didactics with history, humanities, and team dynamics.

Online dissection audio-visual resources for human anatomy: Undergraduate medical students' usage and learning outcomes.

Science.gov (United States)

Choi-Lundberg, Derek L; Cuellar, William A; Williams, Anne-Marie M

2016-11-01

In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio-visual resources (DAVR) were developed. Data from e-learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most 58% ± 20 of assigned dissectors. Approximately 50% of students accessed all available DAVR by the end of semester, while 10% accessed none. Ninety percent of survey respondents (response rate 58%) generally agreed that DAVR improved their preparation for and learning from dissection when used. Of several learning resources, only DAVR usage had a significant positive correlation (P = 0.002) with feeling prepared for dissection. Results on cadaveric anatomy practical examination questions in year 2 (Y2) and year 3 (Y3) cohorts were 3.9% (P learning outcomes of more students. Anat Sci Educ 9: 545-554. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The vascular anatomy of the eustachian tube in the guinea pig.

Science.gov (United States)

Voorhees, R L

1976-08-01

Vascular anatomy of the eustachian tube has received little attention in the world's medical literature. Forty guinea pigs were perfused with Berlin Blue as a contrast medium and the eustachian tube microvascular architecture visualized through surface preparations. A diffuse, dense two-layered capillary network was found which followed the distribution of mucous glands. Five animals suffering from suppurative otitis media showed marked capillary congestion with increased vessel to tissue density. Relationships to gross arterial and venous supply as found in the human are discussed.

Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy.

Science.gov (United States)

Bruno, Paul A; Love Green, Jennifer K; Illerbrun, Sara L; Holness, Duncan A; Illerbrun, Samantha J; Haus, Kara A; Poirier, Sylvianne M; Sveinson, Katherine L

2016-01-01

The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on the number of peer teaching sessions they attended: nonattendees (0 sessions), infrequently attended (1-3 sessions), and frequently attended (≥ 4 sessions). After controlling for academic preparedness [i.e., admission grade point average (AGPA)] using an analysis of covariance, the final grades of frequent attendees were significantly higher than those of nonattendees (P = 0.025) and infrequent attendees (P = 0.015). A multiple regression analysis was performed to estimate the relative independent contribution of several variables in predicting the final grade. The results suggest that frequent attendance (β = 0.245, P = 0.007) and AGPA (β = 0.555, P < 0.001) were significant positive predictors, while being a first-year student (β = -0.217, P = 0.006) was a significant negative predictor. Collectively, these results suggest that attending a certain number of sessions may be required to gain a noticeable benefit from the program, and that first-year students (particularly those with a lower level of academic preparedness) would likely stand to benefit from maximally using the program. End-of-semester surveys and reports indicate that the program had several additional benefits, both to the students taking the course and to the students who served as program leaders. Published 2015 American Association of Anatomists.

Innovative taught MSc in Medical Visualisation and Human Anatomy.

Science.gov (United States)

Clunie, Lauren; Livingstone, Daniel; Rea, Paul M

2015-06-01

A relatively new, fully accredited MSc in Medical Visualisation and Human Anatomy, is now offered through a joint collaboration with the Laboratory of Human Anatomy, University of Glasgow and the Digital Design Studio, Glasgow School of Art. This degree combines training in digital technologies and intensive human anatomy training as a result of a long-standing successful partnership between these two esteemed institutes. The student also has to complete a research dissertation which encompasses both the digital perspective and a related medical, dental, surgical, veterinary (comparative anatomy) or life science specialty to enhance development in the digital field for a variety of specialties. This article discusses the background in development of this degree, the course structure and the career prospects and destinations for graduates of this unique degree programme.

Human structure in six and one-half weeks: one approach to providing foundational anatomical competency in an era of compressed medical school anatomy curricula.

Science.gov (United States)

Halliday, Nancy; O'Donoghue, Daniel; Klump, Kathryn E; Thompson, Britta

2015-01-01

The University of Oklahoma College of Medicine reduced gross anatomy from a full semester, 130-hour course to a six and one-half week, 105-hour course as part of a new integrated systems-based pre-clinical curriculum. In addition to the reduction in contact hours, content from embryology, histology, and radiology were added into the course. The new curriculum incorporated best practices in the area of regular assessments, feedback, clinical application, multiple teaching modalities, and professionalism. A comparison of the components of the traditional and integrated curriculum, along with end of course evaluations and student performance revealed that the new curriculum was just as effective, if not more effective. This article also provides important lessons learned. © 2014 The Authors. Published by Wiley Periodicals, Inc.

Team-Based Learning in the Gross Anatomy Laboratory Improves Academic Performance and Students' Attitudes toward Teamwork

Science.gov (United States)

Huitt, Tiffany W.; Killins, Anita; Brooks, William S.

2015-01-01

As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving…

Interprofessional Anatomy Education in the United Kingdom and Ireland: Perspectives from Students and Teachers

Science.gov (United States)

Smith, Claire F.; Hall, Samuel; Border, Scott; Adds, Philip J.; Finn, Gabrielle M.

2015-01-01

There is increasing recognition of multiprofessional learning in anatomy and its role in medical and healthcare professions. This study utilized two components to investigate anatomy interprofessional education (AIPE) in the United Kingdom and Ireland. First, a survey involving qualitative and quantitative components asked Heads of Anatomy to…

Analysis of traditional versus three-dimensional augmented curriculum on anatomical learning outcome measures.

Science.gov (United States)

Peterson, Diana Coomes; Mlynarczyk, Gregory S A

2016-11-01

This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods compared student examination performance on material taught using lecture and cadaveric dissection teaching tools alone or lecture and cadaveric dissection augmented with computerized three-dimensional teaching tools. Additional analyses were performed to examine potential correlations between question difficulty and format, previous student performance (i.e., undergraduate grade point average), and a student perception survey. The results indicated that students performed better on material in which three-dimensional (3D) technologies are utilized in conjunction with lecture and dissection methodologies. The improvement in performance was observed across the student population primarily on laboratory examinations. Although, student performance was increased, students did not perceive that the use of the additional 3D technology significantly influenced their learning. The results indicate that the addition of 3D learning tools can influence long-term retention of gross anatomy material and should be considered as a beneficial supplement for anatomy courses. Anat Sci Educ 9: 529-536. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Library goes Anatomy. Anatomische Lehrmedien an der Universitätsbibliothek Heidelberg

Directory of Open Access Journals (Sweden)

Gehrlein, Sabine

2014-12-01

Full Text Available [english] Heidelberg University Library is following new paths to optimize the librarian services for medical studies. In close cooperation with the Institute for Anatomy and Cell Biology at Heidelberg University the library is profoundly expanding the anatomical teaching equipment: the virtual dissecting table Anatomage enables medical students to work on life-size, anatomical models in 3D, providing the possibility to prepare for and practice their anatomy lessons. The comprehensive collection of anatomical models and plastinates supports students, in particular, in their preparation for the preliminary medical examination.

Papercraft temporal bone in the first step of anatomy education.

Science.gov (United States)

Hiraumi, Harukazu; Sato, Hiroaki; Ito, Juichi

2017-06-01

(1) To compare temporal bone anatomy comprehension taught to speech therapy students with or without a papercraft model. (2) To explore the effect of papercraft simulation on the understanding of surgical approaches in first-year residents. (1) One-hundred and ten speech therapy students were divided into three classes. The first class was taught with a lecture only. The students in the second class were given a lecture and a papercraft modeling task without instruction. The third class modeled a papercraft with instruction after the lecture. The students were tested on their understanding of temporal bone anatomy. (2) A questionnaire on the understanding of surgical approaches was completed by 10 residents before and after the papercraft modeling. The papercraft models were cut with scissors to simulate surgical approaches. (1) The average scores were 4.4/8 for the first class, 4.3/8 for the second class, and 6.3/8 for the third class. The third class had significantly better results than the other classes (ppapercraft modeling and cutting were 2.6/7 and 4.9/7, respectively. The numerical rating scale score significantly improved (ppapercraft temporal bone model is effective in the first step of learning temporal bone anatomy and surgical approaches. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Human Cadavers vs. Multimedia Simulation: A Study of Student Learning in Anatomy

Science.gov (United States)

Saltarelli, Andrew J.; Roseth, Cary J.; Saltarelli, William A.

2014-01-01

Multimedia and simulation programs are increasingly being used for anatomy instruction, yet it remains unclear how learning with these technologies compares with learning with actual human cadavers. Using a multilevel, quasi-experimental-control design, this study compared the effects of "Anatomy and Physiology Revealed" (APR) multimedia…

Integrating Radiology and Anatomy Teaching in Medical Education in the UK--The Evidence, Current Trends, and Future Scope.

Science.gov (United States)

Heptonstall, N B; Ali, T; Mankad, K

2016-04-01

This review article presents the current evidence of the importance of integrating radiology and anatomy in medical education in the UK, a recommendation by a number of key anatomy, education, and radiology organizations. Current evidence highlights that on average only 5% of total teaching time in medical education is dedicated to radiology. Often, radiology teaching does not adequately fulfill students' learning needs and potentially leaves them underprepared for medical practice. Benefits of integrating radiology and anatomy include improved clinical application of anatomy, an increase in student's interest in anatomy, and ultimately improved radiological interpretation. Various modalities exist for the integration of radiology and anatomy, facilitated by the vast portability of radiological images. It appears that combining radiological resources with traditional anatomy teaching methodology in a blended approach is most beneficial. Copyright © 2016 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

How useful is YouTube in learning heart anatomy?

Science.gov (United States)

Raikos, Athanasios; Waidyasekara, Pasan

2014-01-01

Nowadays more and more modern medical degree programs focus on self-directed and problem-based learning. That requires students to search for high quality and easy to retrieve online resources. YouTube is an emerging platform for learning human anatomy due to easy access and being a free service. The purpose of this study is to make a quantitative and qualitative analysis of the available human heart anatomy videos on YouTube. Using the search engine of the platform we searched for relevant videos using various keywords. Videos with irrelevant content, animal tissue, non-English language, no sound, duplicates, and physiology focused were excluded from further elaboration. The initial search retrieved 55,525 videos, whereas only 294 qualified for further analysis. A unique scoring system was used to assess the anatomical quality and details, general quality, and the general data for each video. Our results indicate that the human heart anatomy videos available on YouTube conveyed our anatomical criteria poorly, whereas the general quality scoring found borderline. Students should be selective when looking up on public video databases as it can prove challenging, time consuming, and the anatomical information may be misleading due to absence of content review. Anatomists and institutions are encouraged to prepare and endorse good quality material and make them available online for the students. The scoring rubric used in the study comprises a valuable tool to faculty members for quality evaluation of heart anatomy videos available on social media platforms. Copyright © 2013 American Association of Anatomists.

The Madagascar Hissing Cockroach: A New Model for Learning Insect Anatomy

Science.gov (United States)

Heyborne, William H.; Fast, Maggie; Goodding, Daniel D.

2012-01-01

Teaching and learning animal anatomy has a long history in the biology classroom. As in many fields of biology, decades of experience teaching anatomy have led to the unofficial selection of model species. However, in some cases the model may not be the best choice for our students. Our struggle to find an appropriate model for teaching and…

Dissecting through barriers: A mixed-methods study on the effect of interprofessional education in a dissection course with healthcare professional students.

Science.gov (United States)

Fernandes, Alisha Rebecca; Palombella, Andrew; Salfi, Jenn; Wainman, Bruce

2015-01-01

Healthcare delivery is reliant on a team-based approach, and interprofessional education (IPE) provides a means by which such collaboration skills can be fostered prior to entering the workplace. IPE within healthcare programs has been associated with improved collaborative behavior, patient care and satisfaction, reduced clinical error, and diminished negative professional stereotypes. An intensive interprofessional gross anatomy dissection course was created in 2009 to facilitate IPE at McMaster University. Data were collected from five cohorts over five years to determine the influence of this IPE format on the attitudes and perceptions of students towards other health professions. Each year, 28 students from the medicine, midwifery, nursing, physician's assistant, physiotherapy, and occupational therapy programs were randomly assigned into interprofessional teams for 10 weeks. Sessions involved an anatomy and scope-of-practice presentation, a small-group case-based session, and a dissection. A before/after design measured changes in attitudes and perceptions, while focus group data elaborated on the student experience with the course. Pre- and postmatched data revealed significant improvements in positive professional identity, competency and autonomy, role clarity and attitudes toward other health professions. Qualitative analysis of intraprofessional focus group interviews revealed meaningful improvements in a number of areas including learning anatomy, role clarity, and attitudes towards other health professions. © 2015 American Association of Anatomists.

Radiographic anatomy of the equine thorax as a basis for radiological interpretation

International Nuclear Information System (INIS)

Sanderson, G.N.; O'Callaghan, M.W.

1983-01-01

This article describes the gross radiographic anatomy of the equine thorax observed on the lateral radiographic projection. The descriptions presented were derived from a retrospective study of a large number of thoracic radiographs of cases referred to the Massey University clinic in conjunction with research studies in bronchography, angiography and in vitro contrast techniques. The characteristics of the thoracic bony structures, the vasculature, and the airways are examined separately; followed by a discussion of the relative contribution of the various structures to the overall thoracic radiograph

[Computer technologies in teaching pathological anatomy].

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Ponomarev, A B; Fedorov, D N

2015-01-01

The paper gives experience with personal computers used at the Academician A.L. Strukov Department of Pathological Anatomy for more than 20 years. It shows the objective necessity of introducing computer technologies at all stages of acquiring skills in anatomical pathology, including lectures, students' free work, test check, etc.

"No interest in human anatomy as such": Frederic Wood Jones dissects anatomical investigation in the United States in the 1920s.

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Jones, Ross L

2014-03-01

In 1926, Frederic Wood Jones, professor of Anatomy at the University of Adelaide and a leading figure in the British anatomical world, took a Rockefeller Foundation funded trip to the United States in order to inspect anatomy programmes and medical museums and to meet leading figures in the anatomical and anthropological world. His later reflections paint a picture of a discipline in transition. Physical anthropology and gross anatomy were coming to a crisis point in the United States, increasingly displaced by research in histology, embryology and radiological anatomy. Meanwhile, in Britain and its colonial outposts, anatomists such as Wood Jones were attempting to re-invigorate the discipline in the field, studying biological specimens as functional and active agents in their particular milieus, but with human dissection at the core. Thus, an examination of this trip allows us to see how the interaction between two traditions in anatomy informed the process of the development of human biology in this critical period. Copyright © 2013 Elsevier Ltd. All rights reserved.

The integration of an anatomy massive open online course (MOOC) into a medical anatomy curriculum.

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Swinnerton, Bronwen J; Morris, Neil P; Hotchkiss, Stephanie; Pickering, James D

2017-01-01

Massive open online courses (MOOCs) are designed as stand-alone courses which can be accessed by any learner around the globe with only an internet-enabled electronic device required. Although much research has focused on the enrolment and demographics of MOOCs, their impact on undergraduate campus-based students is still unclear. This article explores the impact of integrating an anatomy MOOC in to the anatomy curriculum of a year 1 medical degree program at the University of Leeds, United Kingdom. The course did not replace any teaching that was already being delivered, and was used to supplement this teaching to support the students' consolidation and revision. Analysis of student feedback indicates a high level of usage, with evidence to suggest that female learners may have approached the course in a more personalized manner. Although the video based resources and quizzes were greatly appreciated as learning tools, significant evidence suggests the students did not engage, or were inclined to engage, with the discussion fora. Furthermore, a significant majority of students did not want the MOOC to replace the existing teaching they received. Given the feedback provided, this research suggests that although the student population believe there to be value in having access to MOOC material, their role as replacements to campus-based teaching is not supported. Details regarding the enrolment and engagement of the general public with the MOOC during the two runs are also documented, with the suggestion that graduates employed in the healthcare sector were the primary users of the course. Anat Sci Educ 10: 53-67. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Gross National Happiness

DEFF Research Database (Denmark)

Giri, Krishna Prasad; Kjær-Rasmussen, Lone Krogh

This paper investigates practices related to the ideology of infusing Gross National Happiness (GNH) into school curriculum, the effectiveness of the meditation and mind training and the implication of GNH for school environment. It also explores how GNH ambience has been managed and practiced...... of Gross National Happiness and Educating for Gross National happiness....

A Method Validation for Determination of Gross Alpha and Gross Beta in Water Sample Using Low Background Gross Alpha/ Beta Counting System

International Nuclear Information System (INIS)

Zal Uyun Wan Mahmood; Norfaizal Mohamed; Nita Salina Abu Bakar

2016-01-01

Method validation (MV) for the measurement of gross alpha and gross beta activity in water (drinking, mineral and environmental) samples using Low Background Gross Alpha/ Beta Counting System was performed to characterize precision, accuracy and reliable results. The main objective of this assignment is to ensure that both the instrument and method always good performed and resulting accuracy and reliable results. Generally, almost the results of estimated RSD, z-score and U_s_c_o_r_e were reliable which are recorded as ≤30 %, less than 2 and less than 1.5, respectively. Minimum Detected Activity (MDA) was estimated based on the counting time of 100 minutes and present background counting value of gross alpha (0.01 - 0.35 cpm) and gross beta (0.50 - 2.18 cpm). Estimated Detection Limit (DL) was 0.1 Bq/ L for gross alpha and 0.2 Bq/ L for gross beta and expended uncertainty was relatively small of 9.77 % for gross alpha and 10.57 % for gross beta. Align with that, background counting for gross alpha and gross beta was ranged of 0.01 - 0.35 cpm and 0.50 - 2.18 cpm, respectively. While, sample volume was set at minimum of 500 mL and maximum of 2000 mL. These proven the accuracy and precision result that are generated from developed method/ technique is satisfactory and method is recommended to be used. Therefore, it can be concluded that the MV found no doubtful on the ability of the developed method. The test result showed the method is suitable for all types of water samples which are contained several radionuclides and elements as well as any impurities that interfere the measurement analysis of gross alpha and gross beta. (author)

Larynx Anatomy

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... e.g. -historical Searches are case-insensitive Larynx Anatomy Add to My Pictures View /Download : Small: 648x576 ... View Download Large: 2700x2400 View Download Title: Larynx Anatomy Description: Anatomy of the larynx; drawing shows the ...

Vulva Anatomy

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... e.g. -historical Searches are case-insensitive Vulva Anatomy Add to My Pictures View /Download : Small: 720x634 ... View Download Large: 3000x2640 View Download Title: Vulva Anatomy Description: Anatomy of the vulva; drawing shows the ...

Pharynx Anatomy

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... e.g. -historical Searches are case-insensitive Pharynx Anatomy Add to My Pictures View /Download : Small: 720x576 ... View Download Large: 3000x2400 View Download Title: Pharynx Anatomy Description: Anatomy of the pharynx; drawing shows the ...

Reduction of Mental Distress in the Dissection Course by Introducing the Body Donor Experience through Anatomical Demonstrations of Organ Systems

Science.gov (United States)

Bockers, Anja; Baader, Christoph; Fassnacht, Ulrich Kai; Ochsner, Wolfgang; Bockers, Tobias Maria

2012-01-01

The practice of dissection teaches students not only the foundations of anatomical knowledge but also encourages the development of professional competencies. Yet, the dissection of cadavers in the gross anatomy course can be a stress factor for medical students. There are a minor proportion of students who demonstrate strong emotional reactions…

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

Science.gov (United States)

Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-02-21

The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

Science.gov (United States)

Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-01-01

Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

Novel Dissection of the Central Nervous System to Bridge Gross Anatomy and Neuroscience for an Integrated Medical Curriculum

Science.gov (United States)

Hlavac, Rebecca J.; Klaus, Rachel; Betts, Kourtney; Smith, Shilo M.; Stabio, Maureen E.

2018-01-01

Medical schools in the United States continue to undergo curricular change, reorganization, and reformation as more schools transition to an integrated curriculum. Anatomy educators must find novel approaches to teach in a way that will bridge multiple disciplines. The cadaveric extraction of the central nervous system (CNS) provides an…

Hand Anatomy

Science.gov (United States)

... All Topics A-Z Videos Infographics Symptom Picker Anatomy Bones Joints Muscles Nerves Vessels Tendons About Hand Surgery What is ... Hand Therapist? Media Find a Hand Surgeon Home Anatomy Bones Joints Muscles Nerves Vessels Tendons Anatomy The upper extremity is ...

The Effectiveness of Virtual and Augmented Reality in Health Sciences and Medical Anatomy

Science.gov (United States)

Moro, Christian; Štromberga, Zane; Raikos, Athanasios; Stirling, Allan

2017-01-01

Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross…

Gigantism of the lower limb in Klippel-Trenaunay syndrome: anatomy of the lateral marginal vein.

Science.gov (United States)

Abdul-Rahman, N R; Mohammad, K F; Ibrahim, S

2009-06-01

The Klippel-Trenaunay syndrome is a combination of venous and capillary malformations associated with soft tissue and/or bony limb hypertrophy, with or without lymphatic malformations. Although persistent foetal veins are rare, the persistence of the lateral marginal vein is a common association in this syndrome. It results in venous hypertension, which gives rise to venous varicosities, which are commonly seen in this syndrome. This is a case report of a 28-year-old man with Klippel-Trenaunay syndrome, with persistence of the lateral marginal vein, affecting his right lower limb. He was treated with an above-knee amputation. The amputated limb was dissected to demonstrate the anatomy of the lateral marginal vein. To the best of the authors' knowledge, the gross anatomy of the lateral marginal vein has not been previously reported.