Anatomical Sciences Research Articles

Flexible, short-duration outreach sessions in the human anatomy laboratory provide authentic, humanistic experiences.

Anatomy laboratories can provide rich opportunities for outreach to K-12 and college students interested in pursuing careers in health, medicine, or science. At the University of Missouri, the Department of Pathology and Anatomical Sciences has designed flexible, one-hour interactive sessions that typically cover basic anatomical concepts using whole-body donors. In order to evaluate whether short-duration programs were impactful in increasing enthusiasm for anatomy and the health professions sciences, we used mixed methods to study participant experience covering three topics: (1) enthusiasm for anatomy, (2) interest in pursuing a career in healthcare professions, and (3) perception of the importance of whole-body donation. The same questions were asked pre- and post-session, and the post-session survey had additional questions related to student satisfaction. Quantitative analyses showed an increased interest in anatomy and appreciation for whole-body donation following the session. Students also perceived that they had a better understanding of the body and what it would be like to attend a health professions school. Thematic analysis revealed an appreciation for contextualizing the size, position, and hands-on feel of anatomical structures, and emphasized that students felt that they understood the body better after having seen a donor's anatomy. This work shows that short-duration, flexible outreach sessions involving whole-body donors can provide students with a rare opportunity to confirm their contextual understanding of anatomy, and provide students with an authentic, and humanistic experience.

A review of the importance of research in Anatomy, an evidence-based science

Considered an absolute unchanging truth, and not research-led, human anatomy has been subject to a steady decline in course hours and funding. However, this is a misconstruction, as anatomy plays an important role in the clinical and surgical field, with the need of evidencebased data, more so now than ever. Research in anatomy not only establishes an evolutionary and functional database with variability between populations, sex, and age, but develops the tools needed for patient safety, development of prostheses, technology and surgical materials, improves interpretation of imaging studies, and provides evidence of clinical and anatomical implications. Evidence-based education is an exponentially growing field in anatomical sciences, providing the best evidence for technological and pedagogical strategies integrated in the classroom and laboratory. The gold-standard cadaveric dissections are currently only one of the wide range of educational resources available, with imaging studies and clinical scenarios playing an important role. Anatomy research needs to be continued, evolving with the generations the availability of new resources and the demands of the field. This review breaks down the available data, recommendations, and guidelines, as well as the importance behind the continuing research in anatomical sciences.

Anatomical Sciences Education Vol. 15, Issue 4, 2022 Cover Image

Anatomical Sciences Education Vol. 15, Issue 4, 2022 Cover Image

Anatomy & Surgery: A love hate relationship

Introduction: Anatomy is still taught in medical schools as a basis for studying pathophysiology and surgery. Lack of integration of basic and clinical disciplines reduced teaching hours, and poor teaching methodologies have a significant effect on anatomical knowledge and medical education standards. Objectives: To evaluate the perspectives of undergraduate students of MBBS, fresh MBBS graduates, teaching faculty of anatomy, and consultants on the importance and reconstruction of the anatomy curriculum. Materials & Methods: A total of 600 subjects participated in this cross-sectional study. A feedback form was used to collect data regarding time allocation, clinical relevance, integration, and clear viewpoints in basic histology, embryology, and gross anatomy. The form included free text, binomial, and 5-point Likert scale replies. Results: Analysis of the results revealed that all stakeholders universally preferred integrated anatomy teaching throughout the academic years of medical school instead of demanding block during the early two years. According to the study, students experienced inadequacies in their anatomical knowledge when they started their clinical training. Conclusion: This study contributes further to the ongoing discussions in anatomical sciences education by revealing that new doctors believe that anatomical instruction should be prioritized regardless of their career goals.

Presentation of preclinical gastrointestinal anatomy via laparoscopic simulation.

In this report, the authors examine the integration of teaching anatomical science with clinical implications in minimally invasive surgery. The authors hypothesized that implementation of integrated laparoscopic simulation during undergraduate medical education would improve student learning of anatomical structures from in situ, laparoscopic orientations; and subsequently improve student preparation for clinical rotations and clerkships. During the fall of 2020 and 2021, 260 (130 students/year) second year medical students at the University of Nebraska Medical Center participated in a six‐week gastrointestinal curriculum. Following a traditional anatomy dissection experience, students completed a laparoscopic event consisting of narrated laparoscopic videos and hands‐on laparoscopic simulation. To examine the integrated curricular event, outcome measures focused on technical performance using grasping forceps, anatomical knowledge, and perception of the educational innovation. Outcomes were analyzed via timed performance and a pre and post assessment that was designed to assess student anatomical knowledge and perception. Completion of the technical performance assessment ranged from 1 min, 17 s to 6 min. Student knowledge of anatomical structures from in situ, laparoscopic orientations following the laparoscopic simulation sessions was significantly improved (53.3% pre vs 81.0% post), and almost all students (98.9%) agreed that the simulation sessions improved their understanding of laparoscopic anatomy and procedures. This report demonstrates the implementation of a multidisciplinary, integrated simulation that satisfied basic science anatomy teaching objectives, while enhancing student enthusiasm for the content. Future studies will examine the subsequent impact of the innovation on student preparedness for clinical rotations and clerkships.

Anatomy Education in Nigeria: A Study of Program Curricula Toward Advancing Training and Improving Program Outcomes.

BackgroundAnatomy education in this context refers to the training of anatomists particularly in the university or college setting with an emphasis on equipping them with skills to be biomedical researchers and scientists, educators, and providers of applied or allied health services. There has been a recurring call to carefully evaluate and scrutinize biomedical science programs in Nigerian universities. This study considered the anatomy curriculum in representative Nigerian institutions with an emphasis on their philosophy, program design, program objectives, and program contents among other considerations.Materials and methodsStructured and validated questionnaires, electronic, were administered to collect quantitative and qualitative data from heads of the anatomy department in representative institutions. Head of anatomy departments in 11 representative institutions returned their properly completed questionnaires, representing over 60% return rate of the target representative institutions. Quantitative data sets were analyzed and presented as tables, charts, and figures. Qualitative data in the form of free responses were analyzed and presented based on themes.ResultsDegree programs, including bachelor's, master's, and doctorate degrees, are currently offered in respondents’ universities. The curricula are generally robust in scope and depth of content as they address all the main domains of anatomy or anatomical sciences, especially gross anatomy, histology, embryology, neuroscience, and physical anthropology in many instances. The average duration for the bachelor’s program (BSc) is 4 years, master's 2 years, and PhD (Doctor of Philosophy) 3-5 years. Analysis of the main methods of training indicated that the programs include significant coursework at every level as well as the main research project leading to the presentation of a dissertation or thesis. We also identified gaps in training, with emphasis on transferable skills, which must be addressed in line with modern realities in basic medical sciences.Conclusion We consider it a necessity to equip graduates at all levels of training with competencies that are directly and clearly aligned with the roles that graduates of the program should play in workplaces. We, therefore, recommend that curricula be reviewed to emphasize competencies in scientific investigations, transferable skills, and science education. Specific cutting-edge skills and research methods should be included in alignment with overall program objectives and deliverables.

The Pedagogical Analysis of Digital Media Utilization in the Anatomical Sciences: An Innovative Approach to Teaching the Cadaveric Dissection and Anatomy of the Heart

IntroductionThe anatomical sciences have been regarded as the cornerstone of medical education for centuries. Although vital for healthcare students, understanding the human anatomy can be cognitively challenging, especially for beginner learners. Furthermore, lectures and cadaveric dissections as traditional teaching methods can be costly for the corresponding faculty. With advancements in technology, however, multimedia may harbour great potential to assist educators in their tasks and supplement the traditional pedagogy of teaching anatomy. Additionally, learners can have greater accessibility and flexibility to strengthen their knowledge outside of curricular time and learn at their own pace, respectively. Thus, the impact of utilizing multimedia on anatomy education prompts further investigation.ObjectivesThe purposes of this study include understanding the role of a video‐based dissection and anatomy guide and investigating its impact on medical education via learners’ attitudes.MethodsA video‐based guide on the cadaveric dissection and anatomy of the heart was filmed at the University of British Columbia, edited using the Camtasia 2020 software, and made available to learners via YouTube, a media platform that is readily accessible to the public. The video features a list of learning objectives, step‐by‐step dissection of the heart, the associated and labeled gross anatomical structures, important and labeled notes related to the structures, dissection techniques for learners, and review questions for viewers to test their knowledge on the content discussed. A feedback survey was included at the end of the video, and responses were collected for a period of three months.ResultsFrom October 2020 to January 2021, the cadaveric dissection guide and anatomy video of the heart received 2,036 views, 90 “Likes” and 0 “Dislikes”. During this time, a total number of 65 respondents provided feedback. The majority of respondents are from Canada (90.8%), study Doctor of Medicine (93.8%), and are in their first year of their degree (86.2%). When asked about their purpose(s) for watching this video, respondents indicated that they used the video to prepare for their anatomy lab(s) and dissection(s) (86.2%), anatomy lecture(s) (58.5%), examination(s) (52.3%), for self‐studying (46.2%), and for pleasure (16.9%). Although only 3.2% of the viewers completed the survey, an astonishing number of respondents strongly agreed that the video assisted them in fulfilling their goal(s) (81.5%). On a 5‐Point Likert Scale (“Very Poor” = 1; “Very Good” = 5), the organization and logical flow of the video received the highest score and had the lowest standard deviation (4.80 ± 0.47), while the transitions between contents received the lowest score and had the highest standard deviation (4.45 ± 0.79); the overall quality and rating of the video received a score of 4.71 ± 0.52.ConclusionIn summary, the results indicate that multimedia, at least in the format of a video‐based guide, can supplement a learner’s understanding of the dissection and anatomy of the heart. Additionally, video‐directed learning is greatly beneficial in helping them fulfill their purpose(s).

Learning Anatomy in a developing country under COVID‐19 lockdown measures: How did the learners perceive it?

IntroductionAcknowledging the fundamental role anatomy education plays in medical training and taking into consideration the nascence of online anatomy education in Nigeria, we evaluated the current and future perceptions of medical and allied‐health students towards online anatomy education during the COVID‐19 lockdown in Nigeria.MethodsGoogle Form questionnaires were distributed via different social and academic platforms to medical and allied‐health students in Nigeria between September 28 –December 17, 2020, using a purposive sampling. 954 students responded to questions on what they felt about the online anatomy teaching including how it could affect their academic performance in anatomy. Additionally, they were asked to give their opinion of the future of e‐learning in anatomy in Nigeria. The data collected from the study were analyzed using descriptive and inferential techniques.ResultsOut of a total of 954 students who participated in the study, 947 valid responses were recorded. From the responses, most of the students (77.6%) had computer/IT skills. Unexpectedly, many ofthe students (60%) did not favor online learning approaches as effective tools for instructions in the anatomical sciences while more than a half of the students (55%) did not find the online classes in anatomy interesting. On the other hand, a majority (84%) believed that physical classes would have improved their performance in anatomy. Almost all the students (91.5%) believed anatomy educators in Nigeria need advanced skills for online education and that anatomy online teaching needs more advanced technology to be implemented in Nigeria(94.2%).ConclusionAfter evaluating online anatomy education experience during the COVID‐19 lockdown in Nigeria from medical and allied‐health students’ position, it was observed that there was an inclusive negative perception about the suitability and effectiveness of online education with regards to the anatomical sciences in Nigerian medical/health training. Majority of the students indicated that there is need for the enhancement of online teaching and quality training of the anatomy educators. Addressing the challenges that were presented during online anatomy education at the heat of the pandemic is recommended. This will incline science education towards the development and implementation of a workable and sustainable online education model in anatomical sciences for Nigeria.

Foundational Anatomy Knowledge Correlates with Success in Medical Anatomy

IntroductionDespite being a foundational course in medical education, coursework in the anatomical sciences is not a pre‐requisite for admission at most medical schools. This results in students possessing various levels of anatomy knowledge upon matriculation. In previous work, the authors found a significant positive correlation between incoming anatomy knowledge and performance in professional allied health anatomy coursework. Therefore, the goal of this study was to extend the previous work to determine if prior anatomy knowledge among first year medical (MD) students correlated with performance in a medical anatomy course.MethodsIn an IRB‐approved study, first year MD students (n=378) enrolled in an integrated anatomy (gross anatomy, histology, and embryology) course in their first semester at Indiana University School of Medicine were administered a no‐stakes 20‐question pre‐quiz at the start of the course. The pre‐quiz covered basic gross anatomical concepts instructors expected students to know prior to starting the course. The course was broken into three blocks, each with an exam that included three components: a written exam, gross practical exam, and histology practical exam. Kendall’s tau correlation analyses compared pre‐quiz scores with each individual exam component, total block exams (all three components combined), a cumulative anatomy‐based NBME, and total course scores.ResultsPre‐quiz scores positively and significantly correlated with overall total course scores (<0.001). When the assessments were broken down further, pre‐quiz scores significantly and positively correlated with all three total block exam scores (p<0.01 for all). Positive and significant correlations were also found between pre‐quiz scores and all three written exam scores (p<0.010 for all), gross practical scores 1 and 3 (p<0.001 for both), and histology practical scores 2 and 3 (p<0.05 for both). Finally, positive and significant correlations were found between pre‐quiz performance and NBME anatomy scores (p<0.001).ConclusionThis study found that MD students’ performance on a quiz testing incoming gross anatomy knowledge positively and significantly correlated with performance in an integrated medical gross anatomy course throughout the duration, expanding on previous work conducted in allied health professional student populations. This work provides further evidence that anatomy knowledge obtained prior to medical school (e.g. undergraduate coursework) may directly impact student performance in professional anatomy coursework. Future directions include analysis of anatomy experience among matriculating MD students and possible interventions for students identified as having a weak knowledge foundation.SignificanceThese data identify a correlation between students’ incoming anatomy knowledge and performance in a medical integrated anatomy course. Considerations should be made when advising students who are applying to medical programs, including encouragement to complete undergraduate courses in the anatomical sciences. In addition, such assessments of incoming anatomy knowledge could allow instructors to identify students with a weak foundational anatomy knowledge early on, permitting intervention prior to possible remediation.

A Degree Program in Modern Anatomical Sciences Aimed at Improving Matriculation and Retention Rates for Underrepresented Students in Medicine

BackgroundThe American Association of Medical Colleges (AAMC) reported that 28% of all medical school applicants for the 2018‐2019 application cycle indicated their ethnicity as different from Caucasian or Asian. Of those accepted, approximately 23% reported their ethnicity as different from Caucasian or Asian.1 Even as these numbers represent increases in total numbers of underrepresented students matriculating to medical school, they are still underrepresented as a proportion of the US population.2, 3 In 2019, a one‐year master’s degree program in Modern Anatomical Sciences (MAS) was refocused as a pathway for increasing the number of students underrepresented in Medicine (URiM) at our institution. The pathway was first implemented in the 2020 – 2021 academic year.Questions/Purposes/Hypotheses Can a master’s degree program focused on anatomical sciences increase the number of URiM students that matriculate to an affiliated medical school? Can a strategically designed master’s degree program increase the number of URiM students that successfully complete the first year of medical school? MethodsA one‐year master’s degree program that accepts no more than 16 applicants annually. Coursework includes: 21.0 credit hours of basic science content taken jointly with first‐year medical students. 6.0 credit hours and up to 40 clinical hours observing biomedical imaging. 4.0 credit hours devoted to the design, implementation, and communication of results of a scholarly project. ResultsTo date, 28 students have been admitted to the pathway program. All 12 URiM graduates of the 2020 ‐ 2021 academic year matriculated to the current first‐year medical school class. These students represent 7.5% of the class and markedly boost the historical diversity representation at the school (14% URiM over past four years). MAS pathway students consistently perform as well, or better, in coursework taken jointly with first‐year medical students. For example, among first‐year medical students taking the first gross anatomy practical exam, MAS students were 22 times more likely to score above 90% compared to a traditional first‐year medical student. Finally, of the 18 students awarded MAS degrees in 2020 and 2021, 83% have matriculated to our medical school, and cumulatively 94% have matriculated to allied health schools in Ohio.ConclusionsSince its inception in 2019, the one‐year master’s degree program in Modern Anatomical Sciences has proven effective in increasing the number of underrepresented in medicine students at our medical school. The curriculum design successfully prepares students for the rigor of the pre‐clerkship curriculum at our institution. Taking basic science courses alongside medical students builds confidence and prepares students to be class leaders in their first year of medical school. The small class size provides students greater opportunities to interface with medical school faculty and clinicians, as well as develop positive, affirming relationships with their classmates. These connections are likely to benefit the students throughout their medical school careers.References AAMC. Diversity in Medicine: Facts and Figures 2019, Washington, DC: AAMC; 2019 AAMC. Altering the Course: Black Males in Medicine. Washington, DC: AAMC; 2015 Lett LA, Murdock HM, Orji WU, Aysola J, Sebro R. Trends in Racial/Ethnic Representation Among US Medical Students. JAMA Netw Open. 2019;2(9):e1910490. doi:10.1001/jamanetworkopen.2019.10490

Faculty and Students' Perceptions on Experiential Learning Based Anatomy Dissection Hall Sessions for Medical Undergraduates.

IntroductionExperiencing is essential to learning anything in life. Medical educators across the world aim at achieving profound learning experiences for their students. Several applications of experiential learning into health professions education have been witnessed over the past two decades. Though many researchers have tried to implement authentic learning experiences in medical education, only a handful have been able to demonstrate its effectiveness in anatomical sciences education. In this study, the authors asked the question – Can experiential learning-based dissection hall sessions be innovated to improve the contextual learning of anatomical sciences during early clinical exposure?MethodsThree experiential learning theory (ELT)-based sessions were conducted. Perceptions from faculty and students were collected.ResultsThe satisfaction index of the students' perception of the ELT based sessions was of 96.1% and for faculty was 100%. The emergent facilitating factors in the learning process were found to be: more profound and interactive contextual learning experience; improved problem-solving approaches based on dominant skill activities of dissection hall; and learning experiences created to cater to different learning needs of students. The optimal facilitator to student ratio range suggested for these sessions was 1:10 to 1:15.DiscussionThe faculties were motivated to utilize this learning experience to further research teaching innovations at the present institution. Experiential learning-based sessions applied to anatomical sciences education can effectively foster positive student engagement and profound learning experience.

Anatomical Sciences Education Vol. 15, Issue 3, 2022 Cover Image

Anatomical Sciences EducationVolume 15, Issue 3 p. C1-C1 Cover ImageFree Access Anatomical Sciences Education Vol. 15, Issue 3, 2022 Cover Image First published: 11 May 2022 https://doi.org/10.1002/ase.2183AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume15, Issue3May/June 2022Pages C1-C1 RelatedInformation

Back to Basics: Qualitative Research and Methodologies in Anatomy Education

The spectrum of quantitative and qualitative research methodologies can be a divisive one. Particularly in scientific fields such as anatomy and anatomy education, there can be misunderstandings about what exactly qualitative research is, its purpose, and the rigorous nature of good qualitative inquiry. This presentation aims to elucidate some of these points, by first well defining qualitative research and its core tenants. Major forms of qualitative methodologies, including ethnography, phenomenology, and grounded theory, will be outlined, focusing on their potential use in the anatomical sciences. For further consideration of qualitative research, and to aid in clear communication of qualitative research goals, an introduction to paradigmatic discussions will also be introduced. This will highlight the legacy of positivism and post‐positivism in anatomy, but also encourage attendees to reflect on their own true research beliefs. By understanding (and clearly defining) axiological, ontological, and epistemological positions, all researchers can pick the methodology best suited for them and their research, ultimately aiding the advancement of the field.

Research Skills in Thesis Versus Course‐Based Master's Programs

Master’s programs in the anatomical sciences can be either thesis or course‐based, both providing students with opportunities for research skill development through different degree requirements. However, it is often assumed that skills develop naturally during research experiences, such that students may not be aware of the specific skills that they are developing or the experiences that lead to skill development. Explicit research skill development has many benefits in master’s programs, such as a deeper understanding of learning tasks, and is also important for various careers commonly pursued by anatomy graduates. Using online surveys, this study compared past research skill experiences and future career goals of students in a course‐based Master of Science (MSc) in Clinical Anatomy program and six MSc thesis programs. While this research does not lend itself to a hypothesis, it was predicted that the results would highlight areas for curricular updates based on gaps between students’ current research skill competencies and future goals. The study was based on seven research skills identified by an environmental scan and literature review: communication, problem solving, decision‐making, data collection, data analysis, critical appraisal, and information synthesis. Survey respondents from the MSc thesis (n = 11) and MSc Clinical Anatomy (n = 9) programs were asked about their undergraduate research experiences. Seven MSc thesis students (63.6%) completed an undergraduate honours thesis compared to one MSc Clinical Anatomy student (11.1%), a statistically significant difference in proportions of 0.525 (p = .028). The frequency of opportunities for the development of communication and data collection skills was significantly higher for students who completed an undergraduate honours thesis (mean ranks = 9.50, 9.67) than for those who graduated from a non‐thesis undergraduate program (mean ranks = 4.86, 4.71), U= 6, 5, z= ‐2.384, ‐2.401, p= .035, .022. As well, the perceived data collection competencies of students who completed an undergraduate honours thesis (mean rank = 9.75) were significantly higher than of students who took part in non‐thesis undergraduate research (mean rank = 4.64), U= 4.5, z= ‐2.491, p= .014. Survey respondents were also asked to identify their career aspirations. The two multinomial probability distributions were equal in the population p= .332, showing no statistically significant differences in proportions between the career goals of MSc thesis and MSc Clinical Anatomy students. That said, the data suggests that MSc thesis students aspired for a career in academia (36.4% versus 25.0%) or industry (27.3% versus 0.0%) more than MSc Clinical Anatomy students, whereas more MSc Clinical Anatomy students aimed for a career in medicine (37.5% versus 27.3%) than MSc thesis students. Taken together, these results reveal the similarities and differences between thesis and course‐based master’s students’ research skill backgrounds and career aspirations, illustrating students’ competencies upon entering their programs and the skills important for their career goals. An understanding of these two factors highlights students’ research skill needs to inform curricular updates and program development in anatomy education, ensuring that students have opportunities to develop the skills needed to succeed in their current and future educational and career pathways.

Shades of Gray: Teaching Embryology Beyond the Sex Binary

There have been many changes in understanding sex and gender that have driven concurrent change in how we teach reproductive development. Human sex differentiation, like all biological variation, exists on a spectrum, with traits of individuals existing on a continuum beyond static and narrow definitions of “typical male” and “typical female”. Further, these sex‐defining traits are determined at genetic, anatomical and phenotypic levels during development, and may even change postnatally. Importantly, these levels can be discordant within a single level and with one another. As our awareness of biological sex diversity evolves, anatomical science educators should strive to introduce and define basic terms related to sex and gender, present biological sex as a spectrum or continuum of variable characteristics and include discussion of how sex‐defining traits may change over the life of an individual, biologically or through medical interventions. How we teach sex diversity in the anatomical sciences contributes to inclusive education and acknowledges gender‐diverse and intersex persons, who are often marginalized in a binary system. Ultimately, the way in which students learn about sex diversity affects how they conceptualize patients, with a subsequent impact on health care delivery. In this master class, we will discuss teaching the embryology of the reproductive system, including the concept of “differences in sexual development”.

Which Performs Better: Open Book Versus Closed Book Online Gross Anatomy Practical Examination

The COVID‐19 pandemic resulted in rapid changes to delivery of medical school exams during the height of the pandemic. Remote, online exams quickly became the norm, with many schools initially allowing open book (OB) exams due to a lack of policies and resources to monitor for cheating and as a means of reducing student anxiety that was heightened by the uncertainty of the pandemic and its effect on their education. A 2016 review by Durning, et al. concluded that there was no significant difference in exam performance between OB and closed book (CB) exams; however, a recent study found significantly higher scores on an OB exam, compared to a CB exam (Eurboonyanun, et al., 2021).At Cooper Medical School of Rowan University (CMSRU), gross anatomy practical examinations are taken using cadavers and are CB. As a result of the pandemic, the Class of 2023 was administered the Skin and Musculoskeletal (SMS) midcourse and final practical examinations as remote, online OB exams. The next year, the Class of 2024 took the same exams remotely online, as CB exams. The aim of this study was to evaluate the impact of OB exam conditions on students' online practical exam performance. We hypothesized that the Class of 2023’s mean score on both exams would be significantly higher than the Class of 2024.We compared the Class of 2023’s (n = 111) remote, online OB mean scores for the midcourse and final gross anatomy practical summative exams to the Class of 2024’s (n = 110) remote, online CB exam scores for the same practical exams. The SMS course is the last course for 1st year medical students at CMSRU. For both classes, the midcourse and final practical exam questions were delivered remotely online using cadaveric atlas images. Questions were open‐ended and consisted of a mixture of 1st, 2nd and 3rd order questions. The number of questions on the midcourse and final practical exams for both classes were equivalent. A one‐tailed, non‐paired t‐test was used to compare mean class performance on both the midcourse and final practical exams.The Class of 2023 had a significantly higher summative mean score on the midcourse practical exam, compared to the Class of 2024 (96.91 v 90.24, p<0.000). The summative mean score for the final practical exam was significantly higher for the Class of 2023 compared to the Class of 2024 (93.21 v 89.26, p<0.000).First year medical students who took remote online OB midcourse and final practical exams in the SMS course outperformed 1st year medical students who took equivalent exams that were CB.The COVID‐19 pandemic has opened a window for educators to give greater consideration to and allow for exploration of the use of OB exams in anatomy, regardless of whether exams are delivered online or in‐person. In a world where knowledge is available instantaneously with just a few strokes of a keypad, why is it we still expect students to commit detailed anatomical knowledge to memory for testing? As practicing clinicians, they will have access to resources to help them answer questions they are unsure about. Why not afford students the same opportunity when taking an exam? The time has come to determine the feasibility of OB exams in anatomical sciences education and determine how best they can be used to enhance the learning and long‐term retention of anatomical knowledge.

Supplementing Gross Anatomy Pelvis and Perineum Content with Video Modules: Effects on Student Learning

Human gross anatomy and embryology (GAE) remains an integral piece in the first‐year medical student's education, even as medical schools across the United States condense their foundational phase curricula. In the setting of undergraduate medical programs that are making this transition, supplemental video modules are more frequently being utilized in gross anatomy learning. At Brody School of Medicine (BSOM) at East Carolina University (ECU), the GAE course is a 16‐week long course taught during the first block of the first‐year of medical school at BSOM. In addition to human gross anatomy (lecture and donor‐cadaver dissection), faculty also lecture on human embryology and radiology. In this project, we generated video modules focused on the genetic male pelvis and perineum and genetic female; these were then incorporated into the GAE course at BSOM. The videos included recordings of relevant anatomical features of donor‐cadaver prosections generated by BSOM anatomy faculty, as well as author generated illustrations highlighting key structural relationship, high‐yield embryology concepts, and voice‐over narration. The videos were uploaded to the BSOM learning management system, and learners instructed to watch the videos in preparation for the upcoming sessions focused on the pelvis and perineum (prosection demonstration and flipped‐classroom session). The aim of this study was to ascertain student self‐perception of comprehension of pelvis and perineum material with the incorporation of the video modules into the prosection laboratory and active‐learning session. The learners sampled were first‐year medical students enrolled in GAE at BSOM in Fall 2019 (n=87). In prior years, the pelvis and perineum unit included a three‐hour dissection followed by a flipped‐classroom session. Data analysis of survey results (n=86, 99% response rate) indicate that prior to reviewing the modules, 12% of respondents felt moderately or very comfortable with the content. After viewing the videos, 80% of respondents felt moderately or very comfortable with the content. Interestingly, all respondents (100%) agreed that it would be beneficial to their learning for similar videos to be included in future flipped‐classroom sessions. Collectively, these results provide insight into the positive effects of supplemental video modules in supporting student comprehension and retention of anatomical sciences knowledge when time constraints may require faculty to modify laboratory activities and active‐learning classroom sessions. Additional scholarship opportunities focus on evaluating the correlation between the use of video modules in GAE and learners' exam performance.

Effectiveness of X‐ray in Detecting the Fabella Sesamoid Bone

The highly variable prevalence of the fabella, a sesamoid bone located posterior to the lateral condyle of the femur, invites further investigation. A recent meta‐analysis by Berthaume [J. Anat. 2019 Jul; 235(1): 67‐79. doi:10.1111/joa.12994] reports that the incidence rate of the fabella has increased over the past 150 years. Within the data aggregated by that study, there is also a significant difference in detecting the fabella based on the method of detection ‐ anatomical dissection (28.9% prevalence, N = 5723 knees) vs. X‐ray (15.3% prevalence, N = 13665 knees). We sought to investigate whether variation in the density of fabellae could explain both changes in its prevalence over time as well as the discrepancy between methodologies.Our first aim was to directly compare the two methodologies, dissection and X‐ray, within the same set of knees on their determination of fabella prevalence. We hypothesized that fewer fabellae would be detected by X‐ray than dissection. Secondarily we are currently evaluating the hypothesis that some fabellae exist but are not sufficiently dense to be reliably detected via X‐ray.Fifty human knees were isolated by transverse sections through the middle of the upper and lower legs. The knees were obtained from cadavers received through the Saint Louis University Gift Body Program of the Center for Anatomical Science and Education (CASE) with signed, informed consent from the donor. The CASE Gift Body Program abides by all the rules set forth by the Uniform Anatomical Gift Act. An X‐ray generator (AJEX Meditech) emitted rays at 70 kV, 2.0 mAs through the medial or lateral side of each knee into a photo‐sensitive plate. Images from the plate were digitized using TigerView software. Three raters assessed whether a fabella was present in the X‐ray images (e.g. Fig. 1) using inter‐rater agreement, while one individual subsequently performed anatomical dissection.The prevalence rate via X‐ray was 12% (using a standard of 2/3 rater agreement). Fleiss’ kappa was 0.24 for X‐ray ratings, which represents a fair amount of interrater agreement. The prevalence rate based on anatomical dissection was 54%, which is significantly different from that of X‐ray (p < .0001, chi‐square statistic is 19.95).These results confirm that X‐ray imaging underreports the prevalence of fabellae. This is to our knowledge the first study that directly compares X‐ray against dissection within the same subjects for sesamoid identification, which is important for diagnosing conditions such as fabella syndrome on presentation of posterolateral knee pain. The authors continue to analyze the fabellae obtained from anatomical dissection to determine why some sesamoids are not consistently visible under X‐ray.

Metaverse Games: Game Changer for Healthcare?

Cyberpsychology, Behavior, and Social NetworkingVol. 25, No. 5 EditorialMetaverse Games: Game Changer for Healthcare?Brenda K. WiederholdBrenda K. WiederholdBrenda K. Wiederhold, Editor-in-ChiefSearch for more papers by this authorPublished Online:10 May 2022https://doi.org/10.1089/cyber.2022.29246.editorialAboutSectionsView articleView Full TextPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail View articleFiguresReferencesRelatedDetailsCited byDİJİTAL OYUNLARIN GELECEĞİNDE METAVERSE ETKİSİ11 January 2023 | TRT AkademiUtilizing the metaverse in anatomy and physiology5 January 2023 | Anatomical Sciences Education, Vol. 63Examining the training and education potential of the metaverse: Results from an empirical study of next generation SAFe training5 January 2023 | Journal of Software: Evolution and Process, Vol. 13The Medical Metaverse, Part 1: Introduction, Definitions, and New Horizons for NeuropsychiatryThe Journal of Neuropsychiatry and Clinical Neurosciences, Vol. 35, No. 1Pioneering the Metaverse: The Role of the Metaverse in an Aging Population20 January 2023 | JMIR Aging, Vol. 6Metaverse in Healthcare Integrated with Explainable AI and Blockchain: Enabling Immersiveness, Ensuring Trust, and Providing Patient Data Security4 January 2023 | Sensors, Vol. 23, No. 2Exploring the metaverse in the digital economy: an overview and research framework5 December 2022 | Journal of Electronic Business & Digital Economics, Vol. 1, No. 1/2The MetaPharmacy: What Happens When Big Pharma Goes Virtual? Brenda K. Wiederhold6 December 2022 | Cyberpsychology, Behavior, and Social Networking, Vol. 25, No. 12Advances in Metaverse Investigation: Streams of Research and Future Agenda29 October 2022 | Virtual Worlds, Vol. 1, No. 2The Age Beyond Sports: User Experience in the World of Metaverse30 November 2022 | Journal of MetaverseImplementation of Developed Esantem Smart Healthcare System in MetaverseApplication of Metaverse Service to Healthcare Industry: A Strategic Perspective11 October 2022 | International Journal of Environmental Research and Public Health, Vol. 19, No. 20The Trend of Metaverse and Augmented & Virtual Reality Extending to the Healthcare SystemCureus, Vol. 17The Metaverse: A New Challenge for the Healthcare System: A Scoping Review30 August 2022 | Journal of Functional Morphology and Kinesiology, Vol. 7, No. 3METAVERSE VE SAĞLIK HİZMETLERİ ÜZERİNE BİR DEĞERLENDİRME28 June 2022 | Erzincan Binali Yıldırım Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi Volume 25Issue 5May 2022 InformationCopyright 2022, Mary Ann Liebert, Inc., publishersTo cite this article:Brenda K. Wiederhold.Metaverse Games: Game Changer for Healthcare?.Cyberpsychology, Behavior, and Social Networking.May 2022.267-269.http://doi.org/10.1089/cyber.2022.29246.editorialPublished in Volume: 25 Issue 5: May 10, 2022PDF download

Remembering Our Past: Teaching the History of Anatomy at Indiana University

Most students pursuing careers in anatomy or related disciplines have a limited understanding of how, over the centuries, the intricate structure of the human body came to be known. To provide students with the relevant historical perspective, we developed a team‐taught survey course in the history of anatomical sciences—including gross anatomy, histology, neuroanatomy, and embryology—from antiquity to the present. Taught entirely via Zoom during the Spring semester of 2021, History of Anatomy (2 semester hours credit) met once per week for approximately 2 hours. Enrollment consisted of 5 undergraduate students majoring in Biology (2), Human Biology (2), or Anthropology (1), as well as 3 graduate students pursuing either a master’s degree in Clinical Anatomy (1) or a Ph.D. in Anatomy Education (2). Three of the students had no prior coursework in anatomy. Through assigned readings, lectures, and discussions, the class explored the work of the great anatomists and their discoveries. A particular emphasis was placed on the evolution of anatomy as a discipline and the cultural influences, scientific controversies, and ethical dilemmas facing its practitioners. Syllabus topics included critical appraisals of the role of gender, race, and ethnicity in anatomical discovery. A key feature of the course was the opportunity for students to engage in robust discussions about such controversial issues as: Eurocentric biases in our understanding of human anatomy and the untold story of Muslim contributions to anatomical knowledge well before Vesalius; Competing claims of priority for who “discovered” the pulmonary circulation; The underappreciated role of women in the history of anatomy and medicine; The ethical quandary of teaching anatomy from archival fetal specimens obtained before the era of informed consent; Accusations that famed anatomist William Hunter used the bodies of murdered pregnant women to create his anatomical atlas of the gravid uterus; Complicity of Eduard Pernkopf and other Nazi‐era anatomists in the unethical use of executed victims to obtain images for a renowned anatomical atlas. All students were assessed through weekly homework (written responses to study questions), a mid‐term writing assignment, and a term paper about an historical topic of the student’s choosing. Graduate students had the additional requirement of a class presentation about their term paper topic. The end‐of‐course evaluation suggested that the course was well‐received by the students (mean Likert score = 4.63 on a 5‐point scale; n = 6). Based on this positive reception, we plan to offer History of Anatomy again on a recurring basis. We believe that by knowing our history, both the good and the bad, future practitioners of anatomy and related disciplines will be less likely to perpetuate the biases and ethical transgressions of earlier eras.