Pedagogical model of Realistic Education, Simulation, Training and Improvement in Clinical Anatomy

Abstract

IntroductionHuman anatomy applied to the clinic is an essential and sequential discipline whose fundamental objective develops the recognition capacity bi and tridimensional structures. Classically divided into descriptive and topographical features, many times however, the clinical or surgical appeal of the anatomical repair approach is not contemplated. There are numerous educational proposals in preclinical and clinical level, especially in the face of the challenge of teaching the anatomy that supports the modern and technological way of exercising medicine. The use of simulators, synthetic models, virtual reality, imagological techniques and use of videos has been a great support to students, residents and health professionals. Considering the graduate professional, there is not always the opportunity to revisit, refine and improve the anatomical knowledge acquired in the first years of training. The authors present a pedagogical model of teaching, realistic, through simulation, providing an improvement in clinical anatomy.ObjectiveTo verify the results of the cognitive use of experts, faced with a realistic model of medical act simulation, based on the progression of knowledge in clinical anatomy.MethodThe topics covered included conditions of high prevalence and high complexity such as: inguinal hernias, complex abdominal wall hernias, peripheral anesthetic blocks, breast surgery, biliary tract and pancreas surgery, and temporomandibular joint (TMJ) arthroscopy. The students were submitted to pre and post‐tests. Short ten‐minute lessons for the homogenization of anatomical knowledge of regions and organs of specific interest in the clinical‐surgical area surgery (Figure 1), followed by visits monitored by instructor teachers in workstations with anatomical specimens previously dissected (Figure 2, 3) arranged in a didactic increasing exposure of the anatomical landmark, commented by clinical specialists, visits to sectional anatomy stations (Figure 4) and ending with the video‐assisted anatomy session (figure 5, 6, 7).ResultsCourses about Anatomy of the 1. abdominal wall (48 students), 2. peripheral nervous system (90 students), 3. axilla and breast (8 students), 4. biliary tract and pancreas (24 students) temporomandibular joint (TMJ) (11 students) were performed, totaling 181 students. The acquisition of knowledge was measured by the difference of post‐test and pre‐test scores, with a 28% increase in the number of correct answers. We observed that the mean of the grades, from 0 to 10, in the pre‐test of specialized individuals was 6.8 and, in the post‐test of 8.1ConclusionThe study demonstrated a clear need for a model for the improvement and revision of anatomy‐clinical‐surgical contents for the medical professional. It was feasible, reproducible, meeting the needs of homogenization and acquisition of knowledge of anatomical landmarks to experts.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.