Medical School Anatomy Research Articles

The most effective strategies in teaching theoretical Anatomy in Medical schools, from a student’s view

Introduction: The anatomical study cannot be limited to memorization and identification of structures. It is essential that, in a modern and dynamic approach to this discipline, contextualization is adopted, and above all, the clinical applications of what is studied, in addition to other methods such as 3D images. It is necessary to understand the student's conception of such methods – the didactic and scientific evidence at the moment – so that they can make the connection – in the present and the future – with professional life. Methodology: The research, carried out with 163 medical students from two educational institutions in Juiz de Fora, aimed to find out which methodologies were used in their anatomy course; Which one(s) among them is(are) seen as the most effective, and most facilitator(s) of the learning process and approach to clinical practice. The data obtained were processed using the SPSS program, version 20.0. Results: It was evident that the approach to anatomical content based on clinical direction, contextualization of the subject, and use of radiological images is more widespread in Medicine. The application of seminars and clinical debates was scarcely explored. The use of alternative technologies to slides was notable in the Medicine course. Medical students, markedly, advocate for contextualizations and clinical applications. Conclusions: Students, in general, recognize the effectiveness of contextualization, clinical correlations, and the use of images. Few students support the use of seminars. As much as the interviewees do not prefer more summarized theoretical classes, they would like fewer structures to lean about, with more direct books.

Effect of anatomical studies prior to medical school on medical school anatomy study success and residency choice

IntroductionThere is little research on how medical school matriculants’ experiences prior to medical school effects their choice of specialty or performance in medical school. This research attempts to fill that gap in research in regards to surgical and radiological fields.MethodsAn anonymous survey was sent to fourth year medical students asking them their background in anatomy studies prior to medical school and their anatomy grades in medical school and interest in surgical and radiological fields. Students were also asked whether they identified with under-represented demographic groups in those specialties.ResultsPrior anatomy experience did not significantly affect performance in anatomy courses or Step 1 and Step 2 scores. However, students who applied to surgical specialties had higher performance in anatomical courses and higher Step 1 scores compared to those who did not apply to surgical specialties. There was interestingly no difference in under-represented and not under-represented student application to these fields.DiscussionFor shareholders interested in increasing medical student performance, or interest in specific specialties, more information needs to be gathered.

The Efficiency and Effectiveness of 3D Printing Technology in Teaching Medicine and Surgery in a School of Medicine in the Developing World

Background: In the low and middle income countries’ healthcare system for medicine and surgery training and service provision, the use of computing technologies like 3D printing, would be of great help in creating faster, easier and transformational ways for training and doing surgical procedures, by creating software applications and hardware fabrications for efficient and effective learning solutions which are absent currently, hence leading to prompt treatment and surgical interventions in the developing world. Objective: The objective of this study was to examine the efficiency and effectiveness of the 3D printing technology in improving teaching and understanding of human anatomy and skills in the school of medicine in a developing country. Methodology: A randomized case-control study was used to analyze the impact of using 3D printed anatomical organ models as an adjunct to cadavers, in enhancing training of anatomy and skills development at Uzima University, School of medicine. Findings: There was substantial improvement amongst students taught with 3D printed organs together with cadavers in understanding the anatomy and skills taught as compared to those taught with cadavers alone. Students lectured with 3D printed brain and heart organ model took a median time of 2.2 hours IQR (1.6–2.8) for full identification of parts, while those taught with cadaver alone took a median time of 11.6 hours IQR (10.9-12.5), nearly 6 times more (p<0.001). In terms of narration of parts, functions and surgical procedures to treat ailments, those lectured with 3D printed brain and heart organ models took a median time of 6.4 hours IQR (5.6–7.2) for full narration, whereas those students lectured with cadaver alone took a median time of 17.5 hours IQR (18.8–18.8), p<0.001. Conclusion: We concluded that using anatomical models as an adjunct to cadavers improves training and skills of anatomy in medical schools in the developing world.

(350) Assessment of Fundamental Knowledge and Comfortability of Medical Trainees in the Diagnosis and Treatment of Genito-pelvic Pain Penetration Disorder

Abstract Introduction Genito-Pelvic Pain/Penetration Disorder (GPPPD) is a common condition affecting up to 25% of the US population. Despite its prevalence, significant barriers exist for patients to obtain appropriate diagnosis and treatment. Lack of uniform education in vulvar anatomy, physiology, and vulvar pain conditions in medical schools for trainees may be a contributing factor in the delay to diagnosis for patients. The vulvar examination is pivotal in diagnosing GPPPD but is often omitted, despite its importance, due to shortcomings in medical education. The lack of formal education may leave many healthcare workers feeling unprepared to care for their patients' sexual health. Objective Our study aims to assess the fundamental knowledge of medical trainees who treat vulvar health in the diagnosis and treatment of GPPPD. We also aim to assess the knowledge and confidence of physician residents on how to conduct a comprehensive vulvar examination. Methods This cross-sectional analytical survey study uses Qualtrics to administer the survey after obtaining IRB approval. The target audience includes urology residents, obstetrics and gynecology residents, dermatology residents, internal medicine residents, family medicine residents, emergency medicine residents, and medical students. The survey link and a brief description of the project were emailed to all residency program directors in these specialties who had valid email addresses provided in the FREIDA American Medical Association Residency Database. Program directors were instructed to share the link to the anonymous online survey with their current resident cohorts. Results Survey collection is currently ongoing and formal results are forthcoming. We hypothesize that the results will demonstrate that resident physicians in urology, obstetrics and gynecology, dermatology, internal medicine, family medicine, and emergency medicine as well as medical students are not receiving instruction or counseling on vulvar anatomy, how to diagnose common vulvar conditions, or how to treat common vulvar conditions. Each of these shortcomings significantly contributes to the lack of access and misdiagnosis that patients with GPPPD experience which leads to overutilization of the healthcare system and significant disruption in patient’s quality of life. We aim to show the disparities that exist in order to affect a systematic change and standardization in how we teach vulvar sexual health curriculum nationwide. Conclusions It is crucial to assess these knowledge gaps in training to create educational tools to alleviate these medical education shortcomings. We believe that our findings will provide evidence that will warrant targeted interventions, such as the creation of a nationwide standardized curriculum of medical school training in vulvar anatomy and physiology. Furthermore, we hope this work serves as a catalyst for increased cultural competency training for medical trainees to better address structural barriers for patients with GPPPD to obtain health care with the goal of effectively increasing equity, diversity, and inclusion in the healthcare landscape. Disclosure No.

Refused gifts: understanding the over and above work of Medical School Anatomy Unit staff when donor bodies cannot be accepted

ABSTRACT In England, Wales, and Northern Ireland, people can choose to donate their bodies post-mortem to Medical School Anatomy Units. The body donation (BD) process is facilitated by anatomy unit staff (AUS). However, little is known about the extent and nature of AUS work with families, including when a body cannot be accepted. To address this gap, this paper draws on data from an ethnographic study, including a survey of 15 anatomy units (AUs) in England and Northern Ireland, a case study of one AU, 20 semi-structured interviews with 31 AUS and document analysis. We reveal the number of bodies (878) that are refused across AUs and examine how AUS deal with refusals. We argue that activities around refusals constitutes ‘over and above’ work for AUS, as it goes beyond their expected role. We suggest that this is done out of a duty of care, and is related to the discomfort of refusing the BD gift. Attention is given to the ‘over and above’ work of the AUS which allows for an exploration of gift relationships and emotion management in a new arena. We conclude with recommendations to address the lack of recognition and training around AUS refusal work.

Virtual reality experiences in medical education: A systematic literature review

Background: Some studies suggested that teaching anatomy with a virtual reality simulator would greatly enhance medical education. The purpose of this work is to analyze the available literature to determine the effectiveness of virtual reality as a learning tool for anatomy teaching in medical schools. Materials and Methods: This literature review was completed in accordance with preferred reporting items for systematic reviews and meta-analyses guidelines on September 07, 2022. The three databases that were utilized were Google Scholar, Cochrane, and PubMed. After performing the search utilizing the listed guidelines, two independent researchers shared and debated their individual lists, ultimately combining them and applying further exclusion criteria. This resulted in two remaining articles which addressed the research question. Results: One of the most notable findings in both articles is that students who utilized virtual reality in their anatomy learning demonstrated improvement in their understanding of structure locations and spatial relationships. In addition, students ability to read and understand diagnostic imaging markedly improved for images presented both on examinations and in face-to-face settings following virtual reality-based learning interventions. Virtual reality technology also increased interest in anatomy when utilized in the anatomy classroom, though this interest was limited to the anatomic region(s) in which the virtual reality sessions focused. Discussion/Limitations: Due to the scarcity of topically relevant results, this particular systematic review is unable to express anything beyond potential promise in the use of virtual reality-based interventions in the medical school anatomy classroom. As virtual reality technologies have been shown to potentially add benefit in these applications, there is reason to believe that new literature will become available in the near future. Conclusion: This particular review analyzed the available literature from the last 4.5 years on virtual reality learning in the medical school anatomy classroom. The authorial team found that very little has been written on the topic and that further research should be performed to determine the level of effect that this has on student learning other than that virtual reality increases student interests in the topics and specific anatomical regions of study.

Perception and Attitude of First-Year Medical Students on Studying Human Anatomy Through Cadaver Dissection (Online Streaming) – A Survey Investigation

In medical colleges, cadaveric dissection is an effective anatomy teaching method. Cadaveric dissections put students at the center of learning and show structures in their natural environment. However, most students dislike autopsy dissection since it's tedious and time-consuming. Thus, our study examined first-year medical students' attitudes toward dissection to learn anatomy. After the semester, students received a 3-domain questionnaire on preparedness, attitude, and restrictions. All information was gathered and recorded anonymously using Google forms. Each domain has many questions that add up to a score that shows how well they are prepared and how far online learning can go. One hundred MBBS first-year students participated in online anatomy lessons. After online courses, consenting students completed Google feedback forms regarding their experiences, which were examined and quantified. One hundred students completed the questionnaire and provided comments. Online courses were the most fantastic method to study human anatomy in medical school, according to 97.2%. Only 32.8% of students were uneasy, utilizing visuals to illustrate the softer aspects. Students' emotions and attitudes during corpse dissection varied by gender. Online was more appealing to males than women. Students prefer online courses over image-based ones because of the flexibility of time management and seating configuration. The statistical analysis revealed significant gender-related inequalities in student opinions. Other medical students showed similar variances at various phases of the research. The online anatomy classes for AVMC&H medical students were easy and enjoyable and utilized the "steeplechase" method. Our study shows the pros and cons of online education. Trainers/instructors should examine using online live forms as an instructional tool in anatomy training and generate new anatomy-related films for formal live teaching in the medical curriculum to accomplish this goal. However, additional study is needed to determine how much online education affects student learning and training.

Dealing with Hidden Threats: The Antimicrobial Effect of the Embalming Process.

Individuals naturally carry bacteria and other microbes as part of their natural flora, with some being opportunistic pathogens. Approximately 30% of the population is known to carry Staphylococcus aureus in their nasal cavity, an organism that causes infections ranging from soft tissue abscesses to toxic shock syndrome. This problem is compounded by the presence of antibiotic-resistant strains such as Methicillin-Resistant Staphylococcus aureus (MRSA). Commensal bacteria present on cadavers pose a risk to those who handle the body. As a Medical School Anatomy laboratory that performs hands-on cadaveric dissection, we wanted to know whether the embalming process is sufficient to kill all commensal bacteria that pose a risk to staff and students. Even if these strains do not cause disease in these individuals, secondary transmission could occur to friends and family, who may be at higher risk of acquiring an infection. Embalming is assumed to eliminate all microbial contamination on the body. However, there are limited studies to confirm this. This study characterises the incidence of antibiotic sensitive and resistant bacteria in cadavers donated for medical teaching and research. We have screened for Methicillin-Resistant Organisms (MRO) and Extended-Spectrum Beta-Lactamase (ESBL) producing bacteria. In this study group of cadavers, approximately 46% (16/35) carry an MRO, while 51% (18/35) carry an ESBL positive organism prior to embalming. By determining the organisms' presence pre- and post-embalming, we can evaluate the embalming procedure's effectiveness. Our results show embalming eliminates detectable microbes in about 51% (18/35) of the cadavers. MRO dropped by 75% (16 to 4 positive cadavers), while ESBL organisms went down by almost 95% (from 18 to 1 positive cadaver). There was a further decrease in the number of positive cadavers after storage at 4 °C to 6% (2/32). Thus, although the embalming process does not immediately sterilise all the cadavers, prolonged storage at 4 °C can further reduce the number of viable bacteria.

The Blepharoplasty Teacher: Kirigami Model for Learning Eyelid Anatomy.

Blepharoplasty is highly desired for both functional and aesthetic improvements, and it is a common operation performed for patients over the age of 65.1,2 The ability to master the complex periorbital anatomy foundational to blepharoplasty remains challenging for both students and trainees. The three-dimensional understanding of layered structures is hard to obtain through two-dimensional textbooks,3,4 and although the use of technology, including three-dimensional applications, has improved the breadth of anatomy resources, it is hindered by accessibility and cost.5 Therefore, we developed a low-tech, low-cost teaching model, the Blepharoplasty Teacher, that creatively uses the principles of kirigami, the art of paper folding and cutting, to improve education and knowledge retention of the eyelid anatomy critical to the operative approach in blepharoplasty. The Blepharoplasty Teacher device is printed double-sided on 8.5 × 11-inch paper. Figure 1 depicts a representative image. The entire Blepharoplasty Teacher is included as supplemental digital content with instructions for assembly. (See Document, Supplemental Digital Content 1, which demonstrates the Blepharoplasty Teacher, designed by Amy Zhong, M.A., and printed with permission from Mount Sinai Health System. Print on a double-sided sheet of paper and follow the instructions to create a booklet with seven picture panels by cutting and folding along the dotted lines. Cut along the dotted lines on the eyelid to expose each layer, https://links.lww.com/PRS/F444.) A randomized controlled trial was conducted to analyze the efficacy of the Blepharoplasty Teacher in improving education and knowledge retention.Fig. 1.: The Blepharoplasty Teacher, panel 1, printed with permission from Mount Sinai Health System.Study participants comprised 21 first-year and second-year medical students who had previously completed their medical school anatomy course. They completed a 10-question pretest about their knowledge and comfort with blepharoplasty anatomy, and then had 30 minutes to study from either the Blepharoplasty Teacher (n = 11) or a traditional textbook (n = 10). They subsequently completed a 10-question posttest about eyelid anatomy and their comfort level with this anatomy. The surveys contained anatomically based questions adapted from the American Council of Academic Plastic Surgeons in-service examination review material. (See Document, Supplemental Digital Content 2, which shows pretest and posttest questions adapted from the American Council of Academic Plastic Surgeons in-service examination review material, https://links.lww.com/PRS/F445.) Students who used the Blepharoplasty Teacher significantly improved their test scores by an average of 1.4 points out of 10 (p = 0.017), whereas students who used the textbook did not achieve significant improvement (p > 0.05) (Fig. 2). Eight students (73 percent) using the Blepharoplasty Teacher improved their score by at least 1 point as compared to three (30 percent) in the textbook group (p = 0.05). Six students (55 percent) who studied from the Blepharoplasty Teacher felt more comfortable with eyelid anatomy after the study as compared to one student (10 percent) using the textbook (p = 0.031). Nine students (82 percent) who used the Blepharoplasty Teacher would recommend it to a colleague.Fig. 2.: Test score improvement of students who used the Blepharoplasty Teacher compared to students who used textbook pages. *p < 0.05.These findings demonstrate that students who used the Blepharoplasty Teacher achieved significant improvement in their test scores, developed an increased comfort level with eyelid anatomy, and would recommend use of this device to a colleague. Thus, not only was the Blepharoplasty Teacher helpful in knowledge retention, but it was also an enjoyable resource that students believed would benefit the education of their peers. Further research should focus on widespread testing of the Blepharoplasty Teacher among medical students and plastic surgery trainees, as well as on creating similar models for teaching the anatomy of other complex structures.

Extent of Utilization of Radiologic Images in Gross Anatomy Teaching, the Experience of Ethiopian Medical Schools

BackgroundOne of the greatest developments in modern medicine is the strides taken in radiology. Today, thanks to high-tech devices like computer tomography (CT), magnetic resonance imaging (MRI), and ultrasound, a noninvasive glimpse into the human interior has been made possible. These recent developments have revolutionized how doctors see anatomy. To keep pace with this progress, many medical school anatomy curriculums have undergone a facelift. In these new curriculums, radiology has been presented as a practical and sufficient alternative tool for learning anatomy. This study, therefore, aimed to determine the extent of the use of radiologic images in the teaching of anatomy in Ethiopian medical schools.MethodsAn online questionnaire was used to collect, compile and analyze data from anatomy instructors in Ethiopian medical schools.ResultsThe survey showed that 55.9% of the instructors used radiologic images of one form or another in their teaching. However, it also revealed radiological images comprise <5% of the total images used in teaching. The majority (73.5%) of the instructors lacked any prior training or coursework in radiologic anatomy. Despite full-time radiology faculties existing in the schools, a relationship between the anatomy and radiology department is virtually unheard of.ConclusionThe curriculum currently in use in Ethiopian medical schools is designed in a way both vertical and horizontal integration of the traditional subjects are achieved. This way, the introduction of clinical medicine early will provide context and relevance to the learning of basic science. Despite the curriculum’s emphasis, we have observed limitations in the degree of integration of anatomy and radiology.

3D Stereoscopic View in Neurosurgical Anatomy: Compilation of Basic Methods

Stereoscopy has been demonstrated to be a useful method of education in the field of anatomy because it allows users to see, in a simulation, the anatomical structures in their actual volume and depth. Cadaveric specimens preserved under formaldehyde using the Thiel and Klinger techniques have been dissected and photographed in the medical school anatomy laboratory (University Miguel Hernández) for the past 10 years. The photographic material and technique required to capture and project stereoscopic photographs have been described in different fields of surgical neuroanatomy. We used the results from a survey completed by the participants of different training courses to evaluate the utility of the 3-dimensional (3D) method. A large database of photographs taken of different anatomical regions and approaches of neurosurgical interest was obtained. We have presented some examplesin the form of pairs of photographs in 2-dimensional (2D) format, with explanatory labels, paired with the corresponding 3D photograph in anaglyph format. The survey showed that the lectures that had included 3D photographs were significantly better accepted than the lectures with conventional 2D photographs. The teaching of basic, academic, and clinical neuroanatomy through the projection of stereoscopic photographs can be useful. The methods of image capture and stereoscopic projection in neuroanatomy, once combined with the necessary theoretical and practical knowledge, can be reproduced at other centers of neuroanatomyteaching.

Anatomy education in US Medical Schools: before, during, and beyond COVID-19

BackgroundAnatomy education in US medical schools has seen numerous changes since the call for medical education reform in 2010. The purpose of this study was to survey US medical schools to assess recent trends in anatomy education, the impact of the COVID-19 pandemic on anatomy teaching, and future directions of medical school anatomy curricula.MethodsWe sent a 29-item survey to anatomy course directors of 145 AAMC-associated allopathic medical schools inquiring about their schools’ anatomy curricula. The survey contained objective discrete questions concerning the curricula changes preceding COVID-19 and those directly related to COVID-19. We also asked subjective and open-ended questions about the impact of COVID-19 and future directions of anatomy education.ResultsA total of 117/143 course directors (82%) completed the survey. Most schools (60%) reported a major change to their anatomy course within the past five years, including a decrease in total course time (20%), integration of anatomy into other courses (19%), and implementation of a “flipped classroom” (15%) teaching style. Due to COVID-19, there was a decrease in the fraction of course time dedicated to “hands-on” learning (p < 0.01) and teaching of clinical correlates (p = 0.02) and radiology (p < 0.01). Most course directors (79%) reported that COVID-19 had a negative impact on quality of learning due to decreased interactive or in-person (62%) learning and lack of dissection (44%). Incorporation of virtual-reality applications or 3D anatomy software (23%) and a decrease in cadaver dissection (13%) were the most common future anticipated changes.ConclusionThe constraints conferred by COVID-19 highlight the importance of maximizing interactive learning in the discipline of anatomy. In an era of social distancing and decreased emphasis on conventional anatomy dissection, adaptations of new technologies and teaching modalities may allow for traditional educational rigor to be sustained.

POST-COVID-19 PANDEMIC: HOW SAFE IS CADAVER DISSECTION IN MEDICAL SCHOOLS?

The practice of cadaver dissection is still largely used as a primary way of teaching and learning anatomy in several medical schools globally due to its enormous advantages. Despite the rise in the call for technology integration of virtual teaching into the modern medical education, especially virtual dissection in teaching anatomy, most medical schools prefer the conventional wet laboratory dissections over the new virtual dissections that are emerging. The surge in the creation of medical schools has led to a proportionate rise in demand for cadavers needed for dissection. Nevertheless, using human cadavers for teaching and training roles is embraced with certain ethical uncertainties. The recent emergence of COVID-19 has raised questions on the continuous use of traditional cadaveric dissections, as the cause of the death and safety of the bodies for dissection may not be ascertained before use. This paper recommends the guidelines and protocols to be followed before the use of bodies for dissection, and also proposes the possible integration and use of virtual dissection for anatomy teaching during and after the COVID-19 pandemic.

Potential of the common facial vein as a recipient vein in free flap reconstruction.

Recipient vessel selection for free flap reconstruction depends on numerous factors and may be limited due to previous treatment. Currently, little evidence is available regarding the anatomy and reconstructive potential of the common facial vein (CFV), a tributary of the internal jugular vein (IJV). The aim of this project was to determine the diameter of the CFV at various points along its course and identify suitable landmarks to locate the CFV, to consider the vessel as a potential recipient vein in free flap reconstruction. A cadaveric study was conducted by dissecting 17 embalmed neck hemi-sections in the Keele University Medical School Anatomy Suite. Our intent was to describe the gross anatomy of the CFV in terms of diameter and relation to surrounding structures. We found the mean diameter of the CFV to be 5.9 (± 1.8) mm at its termination into the IJV. We also found the mean distance of the CFV termination into the IJV from the level of the hyoid bone was 8.0 (± 4.0) mm. The diameter of the CFV could accommodate for end-to-end anastomoses to be formed with the IJV system. The diameter also suggests the vein to be appropriate for microvascular anastomosis with commonly used free flaps. The results propose that the CFV can be found within 12 mm of the level of the hyoid bone, knowledge of which could reduce operative time and site morbidity. These findings support the CFV as a potential recipient vein in free flap reconstruction of the head and neck.

Efficacy of an intensive 2-week musculoskeletal anatomy course in a medical education setting

There is little consistency in student contact hours and teaching activities used in medical curriculums across North America, and controversy exists regarding the most efficient or effective way to teach musculoskeletal (MSK) anatomy in medical school. The purpose of this investigation was to retrospectively examine academic performance and levels of course satisfaction among first year medical students who had completed an intensive 2-week MSK anatomy course during the pre-clerkship portion of their Association of Faculties of Medicine in Canada accredited undergraduate medical program. Course data from formative and summative student evaluations, as well as end-of-course satisfaction surveys were analyzed for a homogenous group of 549 first-year medical students over a 5-year period. Data indicated that student’s academic performance on both formative and summative evaluations for the 2-week MSK anatomy course were consistently high, and not significantly different from the results for other system-based 1st year anatomy courses delivered over longer durations. Likert data from end-of-course surveys also suggested that student feedback regarding the course was overwhelmingly positive, and that the 2-week MSK anatomy course had the highest level of overall satisfaction when compared to all other first-year anatomy courses. These results can be used to help in the design and implementation of MSK anatomy courses within medical curriculums, and contribute to a growing body of literature which is focused on examining the effect of curricular design on MSK anatomy learning in a medical education setting.

Perception and Attitude of Medical Students towards Cadaveric Dissection in Anatomical Science Education.

Cadaveric dissection is essential and effective teaching method of anatomy in medical schools. In cadaveric dissection, the learner plays the central role of the teaching process and to view structures in their natural location. Cadaveric dissection is however perceived as tedious and time consuming by most students which influence their perception and attitude towards the teaching method. This study was therefore designed to evaluate UHAS medical students' perception and attitude toward dissection in the teaching and learning of human anatomy. This was a cross-sectional and descriptive study. A Likert-style questionnaire, comprising 26 items was sent to study population via online using google form. Ethical issues were duly dealt with approval and consent. Majority of the students (84.5%) perceived dissection more interesting, and the better way to really learn and understand the human body. About 87% of students also indicated that it assists in retention of what they learnt in theory. Majority of the students (74.5%) felt dissection should not be replaced by other forms of learning. There is a strong positive perception and attitude towards the use of cadaveric dissection as a teaching and learning method of anatomy. Cadaveric dissection brings about the skills, courageous and the ability to confidently work on the human body without any fear for future practice. It is therefore, recommended that more time should be allocated to cadaveric dissection.

Comparison of decomposition rate of hind limbs of preserved mice with ethanol-glycerin and formaldehyde of advanced fixative solution.

Learning anatomy in medical school is still closely based on the use of cadavers. The burial of preserved cadaver poses a problem, specifically, it contaminates the soil with formalin. Many studies have been conducted to find an alternative fixative to update or modify formalin usage. One of them is ethanol-glycerin (EG), which suggests promising results. Despite that fact, there has yet to be any research comparing the decomposition rate between EG and formalin. This study is conducted to compare the rate of decomposition between the two fixative solutions, EG and 4% formalin on the hind limb of mice. The mice were first preserved using a standard primary fixative solution which is 10% formalin, following that procedure is preservation using advanced fixative solution, EG or 4% formalin. Upon completing the preservation steps, the mice were buried for 6 weeks and observed weekly. The stages of decomposition were assessed semi-quantitatively depending on its appearance. The hind limbs of mice that were fixed with EG solution managed to reach the last stage of decomposition, dry & remains, while the 4% formalin group of mice still remained in the previous stage, advanced decay. It is concluded that the mice hind limbs that have been previously preserved with EG advanced fixative solution has a faster decomposition rate compared to 4% formalin.

Applied anatomy knowledge in gynaecology and obstetrics: the trainees\u2019 perception

BackgroundMedical education has recognised the importance of anatomy teaching. Limitations in applied anatomy knowledge exist among obstetrics and gynaecology (O&G) trainees.This study aims to evaluate the knowledge of O&G trainees in applied anatomy and study-associated factors.Materials and methodsThe questionnaire-based study involved O&G trainees between 1/8/2019 and 1/12/2019. Data collected included age, gender, evaluation of medical school anatomy course, attendance at applied anatomy workshops, operating theatre workload, and senior colleagues’ demonstration of anatomy during operating sessions.ResultsThere were 271 trainees recruited with a mean age of 29.3 years, and 80.1% rated the value of medical school anatomy courses as average or above average. Furthermore, 90.8% never attended applied anatomy workshops. In addition, 9.6% and 62% of first- and fifth-year trainees rated their knowledge as either good or very good, and 41.7% reported that anatomy demonstrations by senior doctors happened sometimes. The overall score of applied anatomy knowledge was significantly higher in higher training years, with attendance at applied anatomy lectures, with more operating workloads, and when senior doctors demonstrate anatomy more often during operating sessions.ConclusionsDeficiencies in knowledge existed. Factors which may improve knowledge include more applied undergraduate anatomy courses, more frequent operating sessions, attending anatomy workshops, and more senior colleagues’ demonstration of anatomy during surgeries.

394 An Anatomy Near-Peer Teaching Programme

Abstract Introduction The time dedicated to teaching of anatomy in medical schools, as well as the importance placed upon it, is decreasing. Many students struggle with learning the vast quantity of information necessary and few medical students receive instruction on how to teach. A near-peer teaching programme was designed to allow tutors to develop vital teaching skills and provide tutees with a closer look at the more complicated aspects of the anatomy course. Method Sessions took place once or twice a week throughout the academic year and were subdivided into examination technique sessions, core anatomical knowledge sessions and prosection sessions. Tutors were recruited primarily from the intercalated Clinical Anatomy BSc. Tutees were provided anonymous feedback forms following each session and completed pre and post session MCQ tests. Tutors completed a feedback form following the programme’s completion. Results 96.9% of students reported an improvement in understanding of the topic. Students reported an increase in how prepared they felt for examinations (p &amp;lt; 0.001) as well as an improvement in MCQ scores (p &amp;lt; 0.001). 93.8% of tutors stated the programme helped prepare them for future teaching. Conclusions The results of this programme strongly support the use of near-peer teaching in anatomy education, with clear benefits for tutors and students.

Integration of 3D Anatomy Platforms and Cadaveric Prosections in the Age of COVID‐19

HypothesisIncorporating 3D Anatomy Platforms with prosected cadavers improves understanding of gastrointestinal and genitourinary anatomy and pathology compared to only using only prosected cadavers.IntroductionWhen considering anatomy in medical school, one challenge facing medical education is integrating preclinical anatomy knowledge with the procedural experiences and pathology encounters of clerkship years.1,2 COVID‐19 has further exacerbated this challenge by forcing medical school institutions to maintain social‐distancing through reshaping their approach to teaching anatomy. The most notable changes include limiting on‐site anatomy laboratory experiences and increasing virtual didactic anatomy sessions. By integrating a virtual 3D anatomy platform into a prosection driven lab curriculum, the possible quality impacts to anatomy medical education may be lessened and even improved.3‐9 Materials and MethodsFirst‐year medical students at HWCOM (CO 2024) participated. Groups of 4‐10 students rotated through six 20‐minute stations. Two of the six 20‐minute stations were facilitated by a fourth year medical teaching assistant (TA). In each station led by the TA, the TA utilized a didactic teaching model to teach select gastrointestinal and genitourinary anatomy and pathology topics using a prosected cadaver and prosected 3D virtual anatomy models on the Complete Anatomy application. The first ten to fifteen minutes of teaching involved using the prosected cadaver and the final five to ten minutes involved the 3D virtual prosected models. The 3D virtual prosected models were used to further explain anatomical features or pathologies identified on the cadaver. Prior to or after the station was completed, students rotated at the four 20‐minute self‐learning stations that contained plastinated models, plastic models, or wet organ specimens of gastrointestinal anatomy. At these stations, students completed a worksheet based on the lab objectives for gastrointestinal and genitourinary anatomy. A five‐question end‐of‐course survey (5‐point Likert Scale) will be administered to all first‐year medical students who participated in the wet lab session.ResultsWe expect the results of our end‐of‐course survey to support our hypothesis that the integrated didactic anatomy teaching model would improve first year medical students’ understanding of the course material. Additionally, we expect the students to recommend incorporating the Complete Anatomy app with the prosected models for the first‐year anatomy lab curriculum. Final data analysis of the variables will be completed after obtaining IRB exemption.Conclusion and Significance/ImplicationDespite the limitations to human anatomy medical education due to the COVID pandemic, we believe this novel integrated virtual 3D and cadaver prosection approach to the traditional anatomy curriculum will not only lessen the impacts to quality but also improve the baseline quality of anatomy medical education, become a permanent inclusion within our institution's curriculum, and serve as a model for novel approaches to first‐year anatomy curriculum.