Anatomy Faculty Research Articles

Implementing virtual reality technology to teach medical college systemic anatomy: A pilot study.

It can be difficult for some students to learn three-dimensional anatomical structure concepts. While virtual reality (VR) systems have been reported as helpful for learning, there has been scarce research on either VR teaching strategies or the influence of visually induced motion sickness (VIMS) in the context of large anatomy classes (i.e., over 100 students). The study thus aimed to (1) establish a VR anatomy instruction video for a large class; (2) determine how many students experience VIMS when watching a VR anatomy instruction video; (3) evaluate the influence of VIMS on VR anatomy video-based learning; and (4) examine whether a small screen size alleviates VIMS. Laboratory course students viewing a VR anatomy instruction video about the vascular system were invited to participate in the questionnaire survey. Anatomy faculty and staff participated in an experimental trial to determine whether small screen size could alleviate VIMS. The Likert scale survey revealed that students reported the VR strategy as advantageous and appropriate for large classes, but that it cannot replace practical dissection. Of the total participants, 32% reported experiencing VIMS, and 40% of those experiencing VIMS agreed that this could negatively impact their learning through a VR anatomy instruction video. Adjusting the screen size from large to small significantly delayed the onset of VIMS. In conclusion, the VR anatomy instruction video strategy is feasible and helpful for large classes, but educators should consider VIMS when planning their use of this teaching approach.

The Clinical Anatomy Fellowship: Revolutionizing curricular experiences for faculty and students.

Fellows completing the Clinical Anatomy Fellowship at Kansas City University assist Anatomy faculty in the Gross Anatomy laboratory, complete robust research projects, and support other departments. The program's positive impact on participants has been reported; however, the impact on individuals interfacing with Fellows has not been investigated. A follow-up, survey-based (Likert scale, multiple-choice, open-ended) study was conducted to evaluate faculty, staff, and student perceptions of the program. Ninety-five percent of surveyed faculty and staff (n = 22) perceived the Fellows as beneficial to students, faculty, and the university (p < 0.05) by acting as role models (95%) and mentors (90%), contributing to educational processes (90%), and reducing faculty work burden (81%) (p < 0.05). Student responses (n = 95) were also positive: 97% perceived interactions with Fellows as beneficial (p < 0.05). A passion for Anatomy (mean, 4.6; p < 0.05) and the opportunity to increase competitiveness for residency (mean, 4.5; p < 0.05) were the most important factors driving interest in the Fellowship (Cronbach's alpha, 0.766). In contrast, diverting a year from the school's curriculum (mean, 4.4; p < 0.05) and delaying clinical experiences (mean, 4.3; p < 0.05) were the most important deterrents (Cronbach's alpha, 0.505). Additionally, the financial investment required by the program is lower than that associated with hiring full-time faculty. Analysis comparing employment of Fellows versus associate-level faculty identified annual net savings of $370,000. Not only does the Fellowship augment faculty and student experiences at the university, but it also allows for substantial cost savings. Collectively, these data are evidence for other health professional institutions to consider adopting a similar program.

Digital Content on YouTube Channels: Boon or Bane to Anatomy Teaching and Learning

Abstract A clinically integrated anatomy curriculum based on problem-based and self-directed learning is indispensable in the contemporary times of technology-enabled interdisciplinary medical education. Hence, the adoption of newer teaching–learning resources by the anatomy faculty is need of the hour to visually engage and motivate the tech-savvy generation of “Digital students.” The easy availability, use, and retrieval of resources make the digital anatomy content on YouTube channels highly popular among the students. This article is a critical appraisal of currently available digital content on YouTube channels concerning the different sub-specialties of anatomy from a faculty member’s perspective. The article explores the usefulness of these digital resources with elaborate discussions on their merits, demerits, ethical concerns, role of faculty in their effective utilization, and the various challenges (with potential solutions) associated with integration into mainstream anatomy curricula as teaching–learning aids.

The clinical anatomy fellowship: A participants' perspective.

Kansas City University offers a Clinical Anatomy Fellowship which enrolls nine medical students during each academic year and provides training in research, teaching, and advanced anatomical topics. The Fellows practice as novice educators, working alongside Anatomy faculty to teach medical students in the Gross Anatomy laboratory. However, little has been reported related to Fellowship participation and success outcomes. This survey-based study was designed to explore (1) student motivation(s) for pursuing the Fellowship, (2) benefits of participation, and (3) the perceived impact on residency applications and career success. Three unique populations were surveyed. The most important factors driving application to the Fellowship were a desire to increase competitiveness in the residency application process (Likert mean score 4.7-5.0) and a passion for Anatomy (Likert mean score 4.3-4.7). Taking a year away from the College of Osteopathic Medicine curriculum (Likert mean score 4.4) and delaying clinical exposure (Likert mean score 4.2) were the most important deterrents to application. The most reported benefits after program completion included opportunities to build a strong residency application (44% and 50% of Fellows), conduct research (44% and 45% of Fellows), and participate in teaching (11% and 50% of Fellows). 73% of past Fellows matched into their top specialty of choice. Flexibility in the program allows participants to individualize their Fellowship experience to address their personal goals related to residency applications and careers as future physicians. As the results suggest, the Clinical Anatomy Fellowship benefits Fellows, signaling other medical institutions to consider adopting a similar program.

Faculty Perception of Student Engagement in Online Anatomy Laboratory Courses During the COVID-19 Pandemic.

When the social distancing guidelines, as a result of the COVID-19 pandemic, caused universities to close campuses, there was a rapid shift in the course delivery methods of human gross anatomy laboratory sessions. Courses were delivered online, and this change created new challenges for anatomy faculty to engage students effectively. This profoundly impacted student-instructor interactions, the quality of the learning environment, and successful student outcomes. Because of the importance of student interaction and engagement for hands-on laboratory courses like anatomy, which rely on cadaver dissections and in-person learning communities, as well as the novel opportunity, this qualitative study sought to explore the faculty perspectives of transitioning their in-person laboratory sessions online and unearth their experience with student engagement in this new teaching format. The Delphi technique was used to explore this experience in two rounds of qualitative inquiry using questionnaires and semi-structured interviews, and thematic analysis was used to analyze the data, identifying codes and building themes. The study utilized indicators of student engagement in online courses to formulate four themes: instructor presence, social presence, cognitive presence, and reliable technology design and access. These were constructed based on the factors faculty used to maintain engagement, new challenges they faced, and strategies deployed to overcome these challenges and engage students in the new learning format. These are supported by strategies such as using video and multimedia, ice-breaker activities, chat and discussion features, immediate and personalized feedback, and virtual meeting via synchronous sessions. These themes highlight important lessons that faculty designing online anatomy laboratory courses can use to guide their course design, and institutions and instructional design faculty can use to inform best practices and faculty development efforts. Additionally, the study calls for further research to design a standardized and global assessment tool that measures student engagement in the online learning environment.

Pedagogical Strategies in Medical Anatomy: A Comprehensive Review

Abstract Human anatomy is not just a subject at the level of basic sciences, but also it forms the foundation of medical and allied health sciences. A thorough understanding of the structure of the human body is crucial for students to diagnose and treat various health conditions. Hence, providing a deep insight into the subject with more hours dedicated to practical sessions was the trend followed in previous times. The reduction of teaching hours for anatomy as a part of curriculum change, the difficulty faced by the students to learn the subject within a short span, and the emphasis on anatomy faculty to make it interesting have led to the adoption of various modern teaching strategies and technology to complete the task. The article intends to discuss the contemporary methods of teaching and learning anatomy, elaborating the wide range of approaches and techniques.

An Overview of Traditional and Advanced Visualization Techniques Applied to Anatomical Instruction Involving Cadaveric Dissection.

This work provides an overview of the role, basic concepts, significance, and instructional contributions of current and evolving digital visualization technologies being applied in first-year anatomy curricula. These are visualization methods that have been and are being used to support both basic science and clinical applications of gross anatomical teaching and learning to the health professions (i.e., medical, dental, physical therapy, chiropractic and nursing students). It first presents a foundation as to how this discipline has been and is being taught within the professional school environment using visualization and illustration: aspects of learning, the format of the first-year anatomy curriculum, the nature of the visual information network in support of educational excellence and newer opportunities afforded by advanced technologies placing the student at the center of the learning experience. Then, the nature of each of these new methods is presented with their individual unique characteristics, and the results that anatomy faculty running cadaveric dissection courses had with the evaluation of the new technologies.The Conclusion section lists key points found in the literature as reported. Finally, the Future Work section proposes investigations into standardizing the presentation and assessment of anatomical concepts using prominent in situ structures of viscera, their enclosures and resident compartments for more precise and reproducible measurement of then instructional effectiveness of the new techniques.

Faculty Perception about E-Learning and Teaching Anatomy: An Experience of COVID 19 Pandemic

Introduction: COVID-19 pandemic has led to a drastic shift from traditional teaching to e-learning using various strategies. Awareness and feedback of faculty regarding online education is essential to identify major challenges in online teaching, which will ultimately be helpful in making the online learning methods more effective. Aims &amp; Objectives: To assess perceptions of medical faculty about students' e-learning and teaching of Anatomy in medical colleges of Lahore. Place and duration of study: The study was conducted at seven medical institutes of Lahore &amp; study was conducted from December 2020 to August 2021 (9 months). Material &amp; Methods: Based on Descriptive, cross-sectional design and using convenient sampling Thirty-seven (37) faculty members including demonstrators &amp; Professorial staff from Anatomy Department were selected from different medical colleges of Lahore. Self-administered 2-part questionnaire form was given to participants for data collection after taking their informed verbal consent. Results were described using Percentages, Mean, Median and Mode. They were analyzed using Kruskal Wallis test because the data was not distributed normally, and non-parametric test was applied as the normality value was &lt;0.05. A p-value less than 0.05 were considered statistically significant. Results: Statistically significant difference was noted amongst three responses out of 13 questions. Most of the faculty members agreed that online education is not a suitable alternative to face to face education (p= 0.028). They agreed that students' scores are lower in e- learning (p=0.04) and technology tools can't replace lectures (p=0.049). Faculty considered e-learning difficult to manage as compared to face to face learning. Moreover, majority were undecided about favorability of distant learning. Conclusion: Faculty perceived various challenges in implementing distant learning. However, it is essential to embrace this shift towards e-learning and consider this mode of teaching as an inviting challenge. The perspective of Anatomy faculty regarding online learning will improve and support e-learning process in future.

Google Images Search Results as a Resource in the Anatomy Laboratory: Rating of Educational Value.

Preclinical medical learners are embedded in technology-rich environments, allowing them rapid access to a large volume of information. The anatomy laboratory is an environment in which faculty can assess the development of professional skills such as information literacy in preclinical medical learners. In the anatomy laboratory, many students use Google Images searches in addition to or in place of other course materials as a resource to locate and identify anatomical structures. However, the most frequent sources as well as the educational quality of these images are unknown. This study was designed to assess the sources and educational value of Google Images search results for commonly searched anatomical structures. The top 10 Google Images search results were collected for 39 anatomical structures. Image source websites were recorded and categorized based on the purpose and target audience of the site publishing the image. Educational value was determined through assessment of relevance (is the searched structure depicted in the image?), accuracy (does the image contain errors?), and usefulness (will the image assist a learner in locating the structure on an anatomical donor?). A reliable scoring rubric was developed to assess an image's usefulness. A total of 390 images were analyzed. Most often, images were sourced from websites targeting health care professionals and health care professions students (38% of images), while Wikipedia was the most frequent single source of image results (62/390 results). Of the 390 total images, 363 (93.1%) depicted the searched structure and were therefore considered relevant. However, only 43.0% (156/363) of relevant images met the threshold to be deemed useful in identifying the searched structure in an anatomical donor. The usefulness of images did not significantly differ across source categories. Anatomy faculty may use these results to develop interventions for gaps in information literacy in preclinical medical learners in the context of image searches in the anatomy laboratory.

Evaluation of a Required Vertical Point-of-Care Ultrasound Curriculum for Undergraduate Medical Students.

Introduction Point-of-care ultrasound training beginning in undergraduate medical education reinforces anatomy and physical examination skills and enhances clinical care. Implementation in an overcrowded curriculum requires strategic planning to overcome barriers including lack of faculty and equipment. Using Kern's six-step model as a framework, our study question was whether a longitudinal point-of-care ultrasound curriculum threaded through four years of medical school and using a novel combination of evidence-based strategies was feasible, acceptable, and resulted in students achieving ultrasound competencies by graduation. Materials and methods From 2016 to 2020, a required, vertical point-of-care ultrasound curriculum was created across all four undergraduate medical education class years, spearheaded by a single ultrasound fellowship-trained emergency physician with support from two basic anatomy faculty. We utilized strategies including handheld ultrasound devices, near-peer teaching, flipped classroom with virtual learning modules, staggered station rotations, and gamification to optimize student-instructor ratios and faculty time. Surveys and timed objective structured clinical assessments evaluated the curriculum. Results Students from the class of 2022 (n=99, 100% of class) participated in all curricular elements. Senior students answered more survey knowledge questions correctly when compared to pretest questions answered by first- and second-year students. Among 84 students who completed the survey, 75 (89%) rated their ultrasound curriculum as superior or above average. Objective structuredclinicalexaminationscores recorded for 53 students (54% of the class) demonstrated students correctly identified a median of 11-18 structures (interquartile range: 9.5-13) using point-of-care ultrasound. Conclusion Evidence-based strategies allowed faculty to develop a four-year required ultrasound curriculum that was highly acceptable by students and improved their knowledge and skills at graduation. At low cost and with few faculty, this program has been sustained for over six years.

Anatomy teaching in Saudi medical colleges- is there necessity of the national core syllabus of anatomy.

Curricular updates in medicine resulted in changes in gross anatomy teaching. We aim to find the trends and methods of gross anatomy teaching in medicine programs in Saudi Arabia. Further, examine whether the data would help to discuss whether a core Anatomy syllabus is required. A survey questionnaire based on the earlier studies, was sent to the anatomy faculty of 25 medical colleges to collect the data on the pedagogic and dissection/laboratory approaches, inclusion of radiological, clinical, surface anatomy sessions, and the total number of hours allocated for anatomy education. A total of 15 responses were received from different medical colleges of which nine provided complete details. A wide variation in the component and mode of delivery of anatomy was observed. The number of hours for the anatomy course ranged from 89 to 388 hours. These data will provide an update on gross anatomy teaching approaches, which will help in making informed decisions in course revisions and adopting the best practices. The variations in anatomy course with short duration raises concern about whether the essential learning outcomes are achieved to prepare a skillful and safe clinician? do we require a core syllabus of Anatomy to be adopted at the national level to achieve the essential learning outcomes? The Anatomical Society, UK has developed core syllabi of Anatomy for undergraduate medical, dental, nursing, and pharmacy students, which can serve as a guide in developing the core syllabus of Anatomy for medicine in Saudi.

Faculty retirements will likely exacerbate the anatomy educator shortage.

Medical education has reported a shortage of anatomy educators since the 1960s. While the faculty pipeline has recently been explored, insights into retirement intentions, a key driver of faculty turnover, have yet to be investigated. With the mean age of anatomists rising, knowledge of retirement intentions among current educators is essential to understanding the anatomy educator shortage. This study explored the retirement intentions of current anatomy educators and their likely effects on the workforce. Surveys were distributed to department heads and the American Association for Anatomy (AAA) membership to inquire about job postings from 2018-2020 and retirement intentions, respectively. Department heads sought to fill open positions due to faculty retirements (36%, 15 of 42), faculty relocations/sabbaticals/new responsibilities (31%), and brand new positions (24%). The retirement intentions survey revealed that 61% (23 of 38) of faculty '55 and older' intend to retire within five years. Based on the extrapolation of AAA membership data, estimates suggest that almost twice as many anatomy faculty could retire per year (n=40) over the next five years compared to the estimated number of annual PhD graduates (n=22) likely to enter the workforce. Factors driving retirement intentions were overwhelmingly age and finances, followed by job satisfaction and family. The creation of new anatomy educator positions to address increased student enrollments and new health sciences programs is likely to place even greater strain on workforce demands.

Assessing Racial Consciousness in Anatomy Educators

Anatomy teaching faculty have the ability to affect how race is discussed and portrayed in the curriculum, such as choosing which images to use, which textbooks to assign and reference, and whether to include race or other social determinants of health in discussions of clinical correlates of anatomy. Inclusive learning materials can impact medical students’ self‐perception and either reinforce or dismantle implicit and explicit biases that may be held toward future patients and colleagues. Using a mixed methods approach, we surveyed faculty teaching anatomy at a variety of levels in order to assess the materials, resources, and concepts that are currently taught in anatomy classrooms, and the barriers that anatomy faculty face in creating diverse and inclusive teaching materials.Survey results show that of 162 total respondents, only 17.86% of anatomy faculty are satisfied with the diversity represented in their anatomy textbook, while 50.89% are not satisfied. Overall, it appears that while race is at least sometimes discussed in the majority of curricula surveyed here (39.69 % “sometimes”, 17.46% “often,” 3.05% “always”), it appears to be less frequently discussed in the anatomy classroom (37.40% “sometimes,” 6.11% “often,” 0.0% “always”).Qualitative data collected from survey participants suggests that some anatomy faculty (18) feel that race is outside of the scope of discussion in an anatomy course. However, 17 educators felt that discussion of race is within scope for an anatomy course. Interestingly, describing race as a social construct was used both to justify its exclusion in the anatomy curriculum (2 respondents) as well as its inclusion (4 respondents).Our preliminary data that most educators desire to be more inclusive in their instructional materials, however, they feel restricted by the lack of diverse resources at their disposable. We hope the insights from this study will help us understand information gaps and create a more racially conscious anatomy curriculum.

The Emotional Experiences of Students in Dissection‐ and Prosection‐based Cadaveric Anatomy Courses

IntroductionCadaver‐based anatomy courses provide opportunities for students to grow psychosocially and professionally. Engaging with cadaveric specimens encourages students to explore complex intersections of empathy, compassion, and professional responsibility in a way that is valuable for their development as future health professionals. As curricular time decreases, prosection‐based curricula offer a temptingly efficient alternative to curricular designs in which the students do the dissections. However, a concern is that prosection‐based curricula may not provide the same emotional resonance as dissection and therefore jettison a major benefit of the anatomy laboratory experience. The COVID‐19 pandemic provided a natural experiment in which to explore this concern. We compared the emotional impacts of dissection vs. learning solely from prosected (pre‐dissected) specimens. Our hypothesis was that students learning from prosected specimens would feel less connected to the donors and overall have a more intellectual, less emotional experience in the course.MethodsWe used a validated survey instrument to compare the emotional experiences of students in a traditional dissection‐based course in 2019 to those in a prosection‐based course in 2020, necessitated by spatial distancing requirements during the COVID‐19 pandemic. The survey included two free‐response questions and 27 Likert scale questions categorized as: Donor as a person; Donor as a patient; Interaction with cadaveric specimens; Emotional reactions during course. The groups were compared using a multivariate general linear model that controlled for multiple comparisons and grounded theory thematic analysis of the qualitative data.ResultsStudents in both years reported overall high ratings for enjoyment, appreciation, and gratitude for the experience. Students in the dissection‐based course more frequently felt empathy for and connection to the donor and the donor’s family than did students in the prosection course (Donor as a person: Wilk's Λ = 0.780, p&lt;0.001). Students in the dissection‐based course also more frequently felt feelings of disgust, anxiety, and wanting to avoid the anatomy laboratory (Interaction with cadaveric specimens: Wilk's Λ = 0.696, p&lt;0.001). Students in the prosection‐based course more frequently enjoyed the laboratory experience and felt fascinated by the anatomy (Emotional reactions: Wilk's Λ = 0.898, p&lt;0.007). Qualitative analyses clarified that the negative feelings in the dissection group focused on the process of dissection and a desire for more explicit support for emotional processing.DiscussionBoth groups in this study had positive experiences in the anatomy laboratory. The students in the dissection group reported a wider range of emotions and were more actively aware of their empathy for the donors, while the prosection students reported a more homogeneous positive experience. These results suggest that dissection‐based curricula provide richer opportunities for students to practice navigating complex emotions in a professional setting. Anatomy faculty must support students’ psychosocial growth by acknowledging and facilitating their exploration of these experiences.

Incorporation of virtual enhancement in anatomy, physiology and clinical pathology instruction in medicine and veterinary medicine basic sciences

Classic anatomic dissection of humans and animals has been an essential element of the gold standard in medical and veterinary medical education for many decades, but in recent years has encountered previously unforeseen obstacles including the COVID‐19 pandemic and restrictions in laboratory and classroom participation. Included among the factors are a decreasing availability of cadaver donations to medical schools, combined with increasing costs of obtaining suitable cadavers. Specifically, class sizes and individual participation have waned over time, as has student interest in participating in the traditionally months‐long cadaveric dissection labs, and the attendant potential chronic exposure to the noxious embalming preservatives and their possible health risks from inadvertent over‐exposure. In addition, a decreasing trend in the prevalence of graduate education in gross anatomy, a primary source of new anatomy faculty. While physical cadavers have proven their spectacular function in providing anatomy content for medical and veterinary students for decades, their limitations of delivering adequate physiology and clinical pathology content under current requirements are more limited. To this end, we redeveloped our anatomy lab to include SPOC (Small Platform Online Course) and didactic lectures in anatomy, physiology, and clinical pathology, including targeted virtual instruction in small group settings both during cadaveric dissections and with the Anatomage®, and culminating with an abbreviated cadaveric dissection employing fresh, unembalmed cadavers over structured 2 day‐long dissections with small groups of now well‐prepared students with surgical microscopy and 3‐D fabrications. The additions to this lab have provided great benefits to veterinary anatomy instruction, which can now include up to two hundred different animal species and exposure to rare species not easily visualized in an academic laboratory setting. A pioneer in medical education, William Harvey was one of the most influential physicians of all time, and recognized the crucial role of cadaveric dissections in anatomy learning and their applications to clinical medicine, but the physiologic and pathologic implications were more limited in content and application than are needed in today’s instruction. The fields of medicine and veterinary medicine have now made extraordinary advances in content and detail, requiring inclusion of ever more content at the molecular, cellular, and organismal levels within the constraints of a traditional four‐year curriculum, and where the outcomes and expectations have also increased to meet the demands and vigor of current practice standards soon after graduation. The results of our incorporation of extensive virtual anatomy and physiology modules in our curriculum have demonstrated significant increases and improvements in student participation and in content retention upon entering later phases in their academic programs.

To touch or not to touch: evaluating student laboratory outcomes of hands‐on versus visual examination of prosected cadavers

Introduction/ObjectiveDrawing, observational activities, and touch have been shown to enhance the learning process of three‐dimensional structure in anatomy (Reid et al., 2019). However, the impact of observational activities and touch on learning outcomes specific to cadaver specimens has not been reported. We hypothesized that physical touch of prosected, cadaveric donors would lead to improved knowledge of human structure and higher scores on laboratory practicals. The purpose of this study was to evaluate the differences in learning outcomes by comparing laboratory practical grades of students who physically touched or did not physically touch cadaveric donors.Materials/MethodsWe incorporated prosected cadaver specimens in two undergraduate, pre‐professional and pre‐Health Sciences anatomy courses in an effort to enhance student learning. The physical manipulation of cadaveric donors by students enrolled in BIO 201, Human Anatomy (majors), and BIO 221, Human Anatomy and Physiology (non‐majors) was tracked to determine if manipulation of the cadavers improves laboratory assessment outcomes. Students (n=176) from the courses across seven semesters were assigned as those who ‘manipulated’ (n=100) or ‘did not manipulate’ (n=76) the donors. Data was tallied and compared to performance on laboratory practical assessments. A Fisher’s exact test was conducted within individual course and combined course populations to assess if the relationship between physically touching a cadaver and receiving a passing grade on lab practical assessments is more than expected by chance.ResultsOverall, students who manipulated cadaveric donors were more successful in the laboratory component of Anatomy courses than those who ‘did not manipulate.’ BIO 201 students who actively touched the cadaver during laboratory sessions received a “C” or better (n=58 vs 6 DFW) on lab practical assessments. In contrast, the majority of students who did not touch the cadaver earned a DFW (n=33 vs 18 C or better) (P &lt;0.0001). Similar outcomes were identified for BIO 221 students; the 34 students who actively touched the cadaver during lab sessions received a “C” or better vs non‐passing, DFW grades (n=2). However, ‘non‐manipulating’ BIO 221 students were able to earn outcomes of “C” or better (n=13) as compared to non‐passing grades (DFW, n=12). Despite this, statistically, students were more likely to receive a passing grade for the laboratory assessments with a “C” or better when actively involved in cadaver‐based learning (P=0.0002). The student data was also analyzed as a single cohort, providing additional statistical evidence that students who used the cadavers were more likely to earn a higher grade for the laboratory component of the course (n=92 with a “C” or better vs 8 DFW) than students who did not use the cadavers (n=32 with a “C” or better vs 44 DFW) (P &lt;0.0001). Our data indicates that a student is 7.24 times more likely to earn a “DFW” on lab practical assessments in anatomy‐based courses when they do not touch the cadaver.SignificanceThese data suggest students enrolled in anatomy courses with cadaveric donors will have improved lab assessment outcomes if they physically touch the donors.ConclusionIt is imperative that anatomy faculty recognize that exposure to cadaveric donors may impact the overall learning experience, as students are better prepared for identification‐based practical assessments when they are encouraged to touch, handle, and manipulate anatomical structures.

Current Status of Graduate Anatomy Education in The State of Ohio

It is unclear as to what is included in a graduate anatomy education in the United States. The purpose of this study was to examine the current status of graduate anatomy programs in the state of Ohio to determine their similarities and differences. A survey regarding graduate anatomy education was sent to a graduate anatomy faculty member at all Ohio institutions with a graduate anatomy program. These institutions included: Case Western University, Wright State University, Northeast Ohio Medical University, and The Ohio State University. Four institutions (100%) responded to the survey. One institution (25%) reported having an anatomy doctoral program, four (100%) institutions reported having an anatomy master’s program, and one (25%) institution reported having an anatomy graduate certificate program. The mean (standard deviation) number of students enrolled annually in anatomy master’s programs was 20.8 (7.6), and, on average, those students are required to complete 31.3 (2.5) semester credit hours in order to complete their anatomy master’s program. Three (75%) programs reported that students in their master’s anatomy programs are required to complete coursework in gross anatomy, histology, embryology, and neuroanatomy, while one (25%) institution only required coursework in gross anatomy and neuroanatomy. Four (100%) institutions reported that the students in their anatomy master’s program complete a full body dissection on a human body donor as part of their gross anatomy training. It appears that there are some consistencies regarding graduate anatomy programs, though more information is needed regarding graduate anatomy programs outside the state of Ohio. The Institutional Review Board (IRB) at The Ohio State University determined that this study did not require IRB approval or an IRB exemption.

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.

Best Practices and Student Preferences for Implementing iPads into an Occupational Therapy Anatomy Laboratory

Multimodal approaches in teaching anatomy have been shown to improve student performance (Johnson, 2012). Most studies regarding best practices using technology to supplement teaching and learning in anatomy have been conducted in medical and undergraduate settings (Chakraborty, 2018; Sugand, 2010; Tam, 2020). There is little data that outlines the best practices for implementing iPads into occupational therapy (OT) anatomy courses (Meyer, 2016). Here, we aim to determine best practices for the implementation and student preferences of iPads for first year OT students in an anatomy laboratory at Samuel Merritt University (SMU). Our objective is to formulate a curriculum template on how to implement iPads in gross anatomy laboratory experiences. This study is significant as it will add to the body of literature that is lacking on the best practices for implementing iPads into an OT anatomy course and will establish best practices for enhancing student engagement in the anatomy laboratory.Best practices were documented for the implementation of thirteen iPads and eBooks into an OT anatomy lab course that met twice a week. OT students completed pre‐and post‐ surveys that included five‐point Likert scale and free text questions. The survey asked students to rate their comfort level and preferences for learning with iPads.Survey results displayed that 75% of students were comfortable using iPads, 37% of students strongly agreed that iPad applications improved their grade in the lab, and 43.75% believed that iPad applications helped with their understanding of cadavers. A working document on the best practices for implementing iPads into an anatomy laboratory space was also created. Best practices for implementing iPads and eBooks into an anatomy laboratory include setting up an orientation to the iPads and eBooks, assigning page numbers for eBooks, providing students with instructions on how to utilize the iPads outside of the eBooks, and how to use Poll Everywhere quizzes during laboratory sessions.The survey results display that OT students agree that iPad applications are of benefit to their understanding of cadaveric anatomy. This study also supports the need for a document that outlines the best practices for implementing iPads into an anatomy lab, specifically for OT students.Our results indicate that iPad technology aids students in learning cadaveric anatomy and can be incorporated as a supplemental resource to teaching cadaver‐based anatomy for OT students. Initial implementation of the iPads into the anatomy laboratory displayed a need for a document that outlined best practices that is absent from the literature. A working document for best practices can be disseminated to other anatomy faculty for use in their own anatomy laboratory courses. Future work and next steps include determining how students’ performance is impacted by the eBooks via tracking Poll Everywhere quiz scores and how students are actively using eBooks in the anatomy laboratory space and off‐campus by tracking eBook usage.

How Virtual Animal Anatomy facilitated a successful transition to online instruction and supported student learning during the coronavirus pandemic.

Anatomy faculty with cadaver-based laboratory courses were presented with a significant challenge in March 2020 to create equivalent learning experiences without cadaveric access. The undergraduate domestic animal anatomy course at the Colorado State University was halfway into a 16-week semester when COVID-19lockdown orders and the transition to remote instruction began. The new course curriculum was critically evaluated using student surveys and course outcome data. Most students (92.5%) agreed that the transition to online learning was a success; however, students who valued face-to-face lectures prior to March were less likely to perceive the transition as a success. Qualitative and quantitative analyses of survey results suggest that the resources perceived as most helpful for the transition to online learning were not the same as those that helped facilitate animal anatomy learning. Most students (92.5%) agreed that the Virtual Animal Anatomy (VAA) helped them learn anatomy, and 82.2% indicated that the VAA was a valuable resource following the transition to online learning. Additional resources associated with transition success included course instructors, weekly quizzes, written descriptions of anatomical structures and open laboratory sessions. In contrast, those resources associated with facilitating learning included guided quizzes and asynchronous lecture recordings. These findings suggest that the VAA can support online anatomy learning when used in conjunction with other best practices for online teaching.