Anatomy Instructors Research Articles

The need to identify anatomy-related competencies in medical education.

A profound grasp of anatomy is indispensable for shaping competent and safe medical practitioners. This knowledge acquisition is pivotal in the early stages of medical education and remains crucial throughout clinical training. However, the evolving landscape of medical education has ushered in changes to the anatomy curriculum, marked by a reduction in contact hours and a streamlined content structure to accommodate novel subjects and teaching methodologies. This transformation has precipitated a quandary in defining the essential scope and depth of anatomical knowledge to be imparted. Traditionally, surgeons assumed the role of anatomy instructors until Flexner's recommendations catalyzed the integration of trained anatomists. Nevertheless, the varied backgrounds of anatomists and the heterogeneity in anatomy curricula across institutions have introduced potential disparities in the quality of graduates. Addressing these challenges mandates the identification of key anatomy competencies tailored for undergraduate medical students. The imperative lies in ensuring that these competencies span cognitive, psychomotor, and affective domains, offering not only comprehensiveness but also direct applicability to clinical practice. Hence, this viewpoint highlights the necessity of adopting a systematic approach that includes gathering input from various stakeholders in developing and implementing a universal anatomy core competency framework, ensuring graduates are equipped for the multifaceted demands of clinical practice. Overall, the manuscript provides a comprehensive overview of the challenges and opportunities in anatomy education, with a clear call to action for a transformative approach to meet the evolving needs of medical practice.

Implementing a Near Peer Instructor Placement Model in Physiotherapy Education

Purpose: The aim of this case report is to describe the design, implementation, and outcomes of a near peer instructor (NPI) placement for a physiotherapy student. Client Description: Participants included a Year-2 placement student (the NPI), Year-1 students from the McMaster Master of Science (Physiotherapy) Program, the anatomy instructor (AI), and the director of clinical education (DCE). Intervention: The AI and DCE designed a two day/week placement whereby the NPI developed and facilitated clinical application stations during scheduled anatomy and physiology (A&P) sessions with Year-1 physiotherapy students. Measures and Outcomes: Students, the AI and NPI provided feedback through surveys for the purpose of placement evaluation. Implications: Three areas of impact of this placement model were identified: (1) greater perceived ability of learners to integrate A&P knowledge with clinical skills, (2) NPI growth in transferrable skills and the seven essential competencies required of physiotherapists in Canada, and (3) additional clinically relevant A&P curricular resources.

Israeli medical faculties' response to the COVID-19 crisis vis-à-vis anatomical education: The cultivation of future academic leadership-A national mixed-methods study.

The COVID-19 crisis created unprecedented conditions for the medical academic system that enable it to showcase the real value of learning approaches in anatomical education. In parallel, the ongoing reassessment of the role of dissection in medical training, given the huge advances in imaging technology and science education, continued. The present study investigates the response of the six Israeli medical faculties to the pandemic vis-à-vis anatomical education. We reached out to medical students studying anatomy at the time of the crisis (N = 311), advanced medical students working as anatomy instructors (N = 55), and deans and heads of anatomy departments (N = 6). Applying a mixed-method approach, we used Likert scale questionnaires and held in-depth interviews with faculty members. Our results indicate that Israeli medical faculties were committed to a dissection-based anatomy curriculum and made substantial efforts to maintain it in the face of health restrictions. Students appreciated these efforts as this was their preferred learning method. Through a phenomenological analysis of interviews, we demonstrate how the crisis opened up a unique prism through which new insights into the debated role of dissection may be gleaned. Our analysis also reveals that anatomy instructors played a pivotal role in the crisis, not only because they carried out faculty policy, but especially because it gave them the opportunity to determine policy and show leadership. The crisis additionally enabled faculties to cultivate their leadership skills. Our research confirms donor body dissection as a mainstay of anatomical education and emphasizes its immeasurable value to the curriculum and future physicians.

Presumed Presence of Extensor Indicis et Digiti Medii Communis Muscle in a 70-Year-Old White Male Donor

Forearm extensor muscle variations can be diverse and, in some instances, rare. During a routine anatomical dissection of human cadaveric donors during the 2021 first-year medical gross anatomy course and 2021 graduate nursing advanced anatomy course at the Uniformed Services University of the Health Sciences, bilateral agenesis of the extensor carpi ulnaris muscle was noted in one 70-year-old white male donor. This variation is described as extremely rare in the literature. The presence of an extensor indicis et digiti medii tendon, a variant of the extensor indicis tendon, appeared to be evident in post-dissection photographs on the left hand. The presence of a duplicated extensor indicis proprious tendon appears to be evident on the right hand. However, further inspection of this region was impeded as the body was sent for cremation prior to the variation being identified. The presence of various juncturae tendinum was also noted bilaterally. Reported prevalence of extensor indicis muscle variants ranges from 0.75% to 13%, depending on the specific type or grouping of variations observed. Knowledge of variations in the extensor compartment of the forearm and wrist is crucial for orthopedic surgeons and specialists. Alteration of surgical approaches may be necessary if such a variation is present. Such variations can be options for grafts, resulting in minimal functional change to the grafted area due to the continued existence of other muscles performing similar functions. Knowledge of such variations, and alternative, synonymous names for them, is also important for anatomy instructors, who may need to assist students in identifying these rare variations during anatomical dissection.

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.

Gross and applied anatomy pedagogical approaches in occupational therapy education: protocol for a scoping review

IntroductionHistorically, dissection is considered the ‘gold standard’ for teaching foundational anatomy to student occupational therapists. However, many programmes no longer have access to gross anatomy laboratory resources, as it is...

On the job training in the dissection room: from physical therapy graduates to junior anatomy instructors

Background The training of near-peer (NP) teachers and junior faculty instructors received major attention as a possible solution for the shortage of experienced anatomy instructors in faculties of medicine and health professions. Several studies described the training of NP teachers and junior instructors (≤ 2 years of teaching experience) using various methods. However, few publications include On the Job Training (OJT), which enables reflection and performance evaluation and encourages professionals to cope with their blind spots. Previous publications describing OJT did not include formal observation of the NP teacher or junior instructor. Therefore, this study aimed to present a novel approach to OJT inclusion during prosection laboratories based on the Lewinian experiential model.Methods Eight physical therapy (PT) graduates were recruited as junior anatomy instructors into the prosection laboratories. All participated in a unique training program during two consecutive academic years (2017, 2018) and received OJT during the teaching sessions. Two questionnaires were filled out to evaluate the educational impact of the training program. Eighty-three first-year PT students participated in prosection laboratories in anatomy taught by junior instructors, and filled out a questionnaire evaluating the performance of both junior and senior instructors. In addition, we compared the final grades in anatomy obtained by students taught by senior instructors to the grades of those taught by junior instructors.Results Each junior anatomy instructor participated in four OJT sessions. Based on self-reported measures, all professional and didactic aspects of the training program received a median score of 4.5 or higher on a five-point Likert scale. Students obtained similar grades in anatomy when taught by junior instructors compared with senior ones, and were similarly satisfied from the teaching performance of both senior and junior anatomy instructors.Conclusions OJT is applicable in a small-sized PT program facing a shortage of anatomy instructors. Including junior anatomy instructors in prosection laboratories for PT students is a viable solution to the shortage of experienced anatomy instructors. Further study, involving a larger cohort with a longer follow up will strengthen the preliminary results presented here.

An Exploration of Metacognitive Practices in Gross Anatomy Educators

INTRODUCTIONMetacognition, the ability to monitor and regulate one’s thought processes, has been shown to benefit instructors by improving their effectiveness as teachers. Particularly with dissection‐based gross anatomy, instructors are dynamically using metacognitive processes to monitor student learning and adapt teaching strategies at table‐side. Therefore, the purpose of this study was to explore the metacognitive processes of gross anatomy instructors as they taught in an anatomy course for allied health students.METHODSAll instructors in a doctoral‐level dissection‐based gross anatomy course, including faculty, associate instructors (AIs), and near‐peer teaching assistants (TAs), were invited to participate in this IRB‐approved study. All instructors participated in facilitating lab dissections. At the start and end of the course, instructors were invited to complete pre‐ and post‐questionnaires which included the Teacher Metacognition Inventory (TMI), a 28‐item survey that assesses metacognition as it relates to teaching. Pre‐ and post‐TMI scores were analyzed using Wilcoxon Signed Rank and Kruskal‐Wallis H tests. After the dissection labs, instructors who were in attendance were asked to complete reflective journals to provide deeper insight into their metacognitive processes. Topics included self‐evaluations of teaching, emotions associated with teaching, and plans for future teaching sessions. Reflective journals were thematically analyzed using both deductive and inductive coding.RESULTSAll seven female instructors participated in this study, including two faculty, one AI, and four TAs (54% of instructors in the course). Due to the small number of participants, statistical significance could not be calculated for all tests. Between the start and end of the course, total TMI score increased from 106.9 to 114.0. TAs exhibited the greatest increase in total TMI score (Δmean=13.3) followed by the AI (Δmean=3.5) and faculty (Δmean=2.5). In the pre‐questionnaire, TAs, AIs, and faculty exhibited the greatest difference in Metacognitive Knowledge of Self. However, this difference was reduced in the post‐questionnaire, indicating that TAs demonstrated the greatest increase in this parameter. Several specific themes were identified through thematic analysis. For example, TAs were more internally‐focused on personal traits and content mastery whereas faculty were externally‐focused on interpersonal factors (e.g. student names, inclusive language, etc.).CONCLUSIONOverall, gross anatomy instructors improved their metacognition, particularly in relation to the metacognitive knowledge of their own strengths and weaknesses. TAs exhibited the most metacognitive growth while faculty remained consistent, possibly due to a ceiling effect. Upon reflection, TAs tended to focus on personal aspects while faculty focused on interpersonal aspects of teaching.SIGNIFICANCEThese insights into the metacognitive processes and educational priorities of anatomy instructors can inform how to best support their professional development at different stages in their careers. Novices may benefit more from content reviews while experienced instructors may benefit from pedagogical or communications training.

Using Q‐Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID‐19

BackgroundSince the seventeenth century, the primary approach to teaching anatomy has involved hands‐on learning using cadaveric specimens. However, the ability to use this long‐standing tradition was curtailed in the 2020‐2021 school year due to the COVID‐19 pandemic. Many institutions closed physical classrooms entirely, launching experiential courses, such as anatomy, into the online space.HypothesisWe hypothesized that Q‐methodology could be used to uncover student perceptions of an introductory anatomy and physiology course that was offered online for the very first time.MethodsQ‐methodology, considered the study of subjectivity, is an approach that statistically uncovers groups of individuals with shared perceptions within a larger cohort. Instructors can use Q‐methodology to identify groups of students with shared needs, allowing for more specific and productive course reform. In the current study, Q‐methodology was used as a means of course evaluation in the fall 2020 and winter 2021 semesters. Students were asked to sort 44 opinion‐based statements in a quasi‐normal table based on their level of agreement. By‐person factor analysis of 166 responses revealed three statistically distinct groups of students.ResultsThe three groups were assigned the following monikers: Connected and Contented (CC), Disconnected and Disgruntled (DD), and Interconnected and Collaborative (IC). CC students (n=66) felt generally ambivalent toward course components and were comfortable with the technology skills required to participate in the online course space. DD students (n=50) were deeply unhappy with several elements of the course, including lectures, assignments, and evaluations. These students also felt as if they were teaching themselves. Finally, IC students (n=29) looked favourably upon the tutorial space and the role of teaching assistants. Analysis also revealed that some sentiments were shared across all three groups, including the preference for physical rather than virtual specimens, and the desire for more practice questions from faculty in order to prepare for bellringer exams. Interestingly, cohort opinions did not remain static across both semesters. There was a positive attitude shift as more students felt “Disconnected and Disgruntled” in the fall, and “Connected and Contented” in the winter.ConclusionsThese findings are useful for anatomy instructors interested in transitioning courses to an online or blended space, particularly in the face of ever evolving public health restrictions. The current study also models the wealth of information that can be uncovered using Q‐methodology ‐ useful for anyone interested in the previously amorphous study of subjectivity.

Imparting knowledge to a unique generation of budding clinical anatomists.

The newest influx of young learners of anatomy in medical education belong to Generation Z (GenZ), a unique generation of individuals that are vastly different from the Millennial and GenZ trainees before them. It has been shown that the first wave of GenZ members entering the workforce possess considerable talent for innovation and dedication to their work. However, recent evidence suggests that GenZ learners are also potently susceptible to environmental influences and place heavy emphasis on personal relationships developed with their instructors. This characteristic presents a challenge to current instructors of clinical anatomy participating in intergenerational teaching, especially with respect to instructing the intangible aspects of a successful academic career. This article highlights the pressing educational challenges faced by anatomy instructors and provides a concise method to reach GenZ trainees in a way that will help prepare them for the personal and professional milestones needed to achieve a successful academic and clinical career.

Anatomy Education Environment among Pre-Clinical Medical Students in Universiti Putra Malaysia Using Anatomy Education Environment Measurement Inventory

Anatomy is the foundation of medicine. Having adequate anatomy knowledge would improve medical students’ comprehension of pathology and patient management. The evolving scenario in anatomy education has created a changing educational environment in medical schools. Since educational environment influence the students’ motivation and ability to learn, it is pertinent to measure anatomy education environment as a feedback mechanism tool for further improvement in the curriculum. This study was performed to measure pre-clinical medical students’ perception of the anatomy education environment in Universiti Putra Malaysia (UPM) by using a validated 25-item inventory, known as the Anatomy Education Environment Measurement Inventory (AEEMI). The inventory was distributed online to 171 first- and second-year medical students to measure their perception of anatomy teachers and instructors, anatomy knowledge, their intrinsic interest and efforts in learning anatomy, anatomy learning resources and histology practical facilities. The analysis revealed that most of the items show “positive area” indicated by score of more than four. The first-year medical students showed a significantly higher perception of the anatomy education environment compared to the second-year medical students (p ≤ 0.05). However, both cohorts perceived an “area of improvement” for histology practical facilities (score of 3 to 3.99). In conclusion, the students were pleased with the anatomy education experience in UPM except for histology practical facilities that may require further improvement. The use of virtual microscopy in histology teaching would be a good alternative to overcome the problem in histology teaching in UPM, especially during the COVID-19 pandemic.

Assessment of Ethical Compliance of Handling and Usage of the Human Body in Anatomical Facilities of Ethiopian Medical Schools.

BackgroundHuman anatomy has historically been a cornerstone in medical education and is special in that it uses human remains kept in various anatomical facilities like a morgue, gross anatomy laboratory, or museums for instruction and research. While serving knowledge advancement facilitating clinical practice and research, human cadaver handling, and usage at all levels, such as cadaver sourcing, transportation, storage, preservation, dissection, and final disposal deserves in return the utmost respect. In Ethiopia, even though there is not enough information on when, where, and by whom the first cadaver dissection was conducted, dissection is being conducted in many of its medical schools. Despite ethical necessity surrounding human body usage in every anatomical setting, there is still ethical and legal uncertainty due to several challenging barriers which is severe in developing nations including Ethiopia. The aim of this study is, therefore, to assess ethical practices of handling and usage of the human body to promote, in the near future, formulation and implementation of acceptable, respectful, and ethical guidelines for the anatomy dissection laboratories and related settings in Ethiopia.MethodsA multicentered cross-sectional study was used at selected anatomy facilities of eight Ethiopian medical schools. The collected data through structured questionnaires and checklists were cleaned, preset and entered in to SPSS version 20 for analysis. Internal consistency and reliability were measured by using Cronbach’s alpha.ResultsThe study result showed vivid human body ethical breaches that ranged from lack of power by anatomy unit to oversee the process during sourcing, transportation, embalming, caring, and dissection of cadavers in the anatomy laboratories to student’s mistreatment of cadavers.ConclusionIn addition to lack of compliance due to lack of standard ethical guidelines or policies regarding human body usage, the compliance-based professional development is also nonexistent. The ethical way of body sourcing is through body donation; however, in Ethiopia, anatomy teaching exclusively depends on unclaimed bodies. Using a body for dissection that is solely sourced unethically may generate a negative emotional sense of life for anatomy instructors, technical assistants, morticians, and medical students. We inspire better provision of moral and ethical exercise with the good practice concerning the human body through recognizing the humanity and uniqueness of the deceased person. The results of this study serve as a serious condemnation of practices in Ethiopian anatomy facilities and we urge the Anatomical Society of Ethiopia to play its part in changing the present practices related to ethical and legal uncertainty of the human body usage.

Addressing the divergence between health science students’ learning preferences and the way their teachers teach

Abstract Both the literature and personal experience show that attrition from prerequisite science courses for the health professions is significant. To examine one possible reason for that attrition, a study was designed to examine the relationship between the teaching approaches employed by college-level anatomy and physiology (A&amp;P) instructors and the learning preferences of first-year health science (FYHS) students. Students and instructors of a first-year Anatomy and Physiology course at a small, private four year college in the Northeast participated in a combined quantitative and qualitative research protocol. Results showed that instructors’ teaching approaches met the participating FYHS students’ learning preferences in some areas but not all. The findings suggest that addressing the gap between FYHS students’ learning preferences and the teaching approaches of A&amp;P instructors could lead to more successful academic outcomes.

Improving the learning process in anatomy practical sessions of chiropractic program using e-learning tool

BackgroundTo accommodate the increased number of students and shorter learning time, anatomy instructors are increasingly developing web-based learning resources that can fulfil program-specific anatomical learning objectives and replace existing learning environment of the anatomy laboratory sessions. The study evaluated the quantitative change in the performance score in gross anatomy by replacement of face-to-face demonstration with an e-learning tool in practical sessions of chiropractic program. Materials & methodsThis quasi-experimental one-group pre-test and post-test design was employed longitudinally in two consecutive cohorts of semester 2 students. Teacher-led demonstration was used for first two sessions. E-learning tool was used in the next two sessions. Structured OSPE-based pre-test and post-test were held before and after the sessions. Wilcoxon Signed-Rank test was used to find out percentage of students showing improvement in the post-test score. Pearson correlation coefficient between pre-test and post-test scores was also done. A short questionnaire assessed the use of e-learning tools by the students. ResultsThe mean difference between the post-test and pre-test score was higher in e-learning tool-led practical sessions. In 2018 cohort, 85.4% and 83.3% of students and 2019 cohort, 95% of students secured higher scores in post-test in two sessions with e-learning tool. In 2018 cohort, 62% and 70% of students and 2019 cohort, 81% and 70% of students secured higher scores in post-test in two sessions with teacher-led demonstration. A lower R2 coefficient was observed between post-test and pre-test scores in sessions with e-learning tool. Perception analysis indicated that majority of students agreed about e-learning tool allowing them to revise identification of anatomical structures themselves. ConclusionThe e-learning tool was able to raise the post-test score in a higher percentage of students, indicating improved learning process in practical sessions using e-learning tools. The study would motivate anatomy instructors to use web-based learning tools to identify structures during the laboratory sessions.

Clinically Applied Anatomy

Today, medical education emphasizes clinical applications of anatomic knowledge. In 2014, we instituted Clinically Applied Anatomy (CAA) within first-year Human Gross Anatomy at our university. The course was designed and overseen by academic plastic surgery. We hypothesized CAA would positively impact students' understanding, performance, and interest in human anatomy. From 2014 to 2018, 13 CAA case-based didactics were integrated into the anatomy curriculum without changing the total anatomy-related student hours; each emphasized the clinical relevance of overlooked (or memorized) anatomic detail. Clinically Applied Anatomy instructors led associated clinical cadaver dissections. Upon course completion, students from each participating class were anonymously surveyed. One hundred sixty-four students completed the survey (75% response). Eighty-six percent reported CAA increased mastery of human anatomy, 77% stated CAA improved examination performance, 87% agreed CAA increased interest in anatomy itself, and 96% reported CAA increased their critical thinking of how understanding anatomy affects clinical care. Nearly half (49.4%) responded that CAA increased interest in applying for a procedurally oriented residency. When considering future integration of CAA into the medical school curriculum, 9% of students wanted less CAA, 61% wanted the same, and 30% wanted more. Clinically Applied Anatomy significantly impacts medical students' anatomy education. Currently, 17 CAA faculty from 7 departments/divisions participate in all 26 of our school's anatomy sessions. As per our institution, we advocate this cost-effective and impactful initiative be led by academic plastic surgeons. These clinicians possess broad and specialized anatomic expertise as well as the leadership and interdisciplinary working relationships needed to enroll a multidisciplinary team of clinical educators.

“If It Looks Like Windows ‘98, I’m Not Using It”: Factors Influencing Students Use of Technology‐Enhanced Learning (TEL) Resources in Anatomy

The use of technology‐enhanced learning (TEL) resources is now ubiquitous within anatomy education. Anatomy educators and commercial partners are constantly pushing the boundaries of technological innovation in education, and students now have access to a wide variety of TEL resources from both their own institution and other online sources. This study aimed to identify factors that may influence a student’s decision to utilise TEL resources when studying anatomy.This study, approved by the university ethics committee, was undertaken with Year 2 medical students at a UK university. The study employed surveys and focus groups in an exploratory sequential mixed methods approach. Firstly, pilot Likert scale items were developed following analysis of existing surveys from both anatomy TEL evaluation literature (identified from a previously published systematic literature review) and broader education literature. The resultant pilot survey responses (α=0.891; n=131) were analysed using principal components analysis (PCA). Secondly, the results of the pilot survey were explored in greater depth using focus groups with survey respondents (n=12). Focus groups were audio recorded, transcribed verbatim and analysed using thematic analysis. Finally, triangulation of the data collected from both the pilot survey and focus groups informed the development of a refined survey scale. The consecutive Year 2 medical cohort completed the survey (n=129). PCA was utilised to validate the adapted survey scale (α=0.893), the results of which revealed four emergent factors. Further statistical tests revealed no significant difference in responses when comparing gender, resource preference (i.e. TEL or non‐TEL) and academic achievement.Using a robust mixed method approach, this study developed the validated 23‐item Anatomy TEL Utility Scale with the following emergent factors: (1) Attitude Towards TEL; (2) Perceived Effectiveness; (3) Visual Appeal; (4) Personal and Social Influence. The results from this study revealed that, in addition to affective attitude towards TEL, students’ use of TEL resources for studying anatomy may be influenced by their perceptions of resource usefulness, ease of use and visual appeal. Furthermore, students revealed they are most likely to seek resources that are aligned to their curriculum by using resources provided by their institution, or resources validated by their instructor or peers. These findings highlight the responsibility held by anatomy instructors in ensuring they recommend appropriate TEL resources to students and, if developing their own resources, emphasizes the importance of evidence‐informed instructional design.

The Notion of Cadaver Dissection in the Anatomy Curriculum to Produce Competent Physicians

Many anatomists claim the utmost importance of cadaver dissection to produce competent physicians. Other anatomists say Cadaver Dissection is obsolete. It is a difficult task to prepare and collect embalmed cadaver. Dissection hall maintenance is costly. Exposure to chemicals of a dissection laboratory and contact to human remains is not tolerable to many medical students. Disposal of the dissected cadavers is a cumbersome task too. The number of dissection lab hours and the number of students assigned for one cadaver is variable. Many medical colleges purchased computerized dissection programs. There is a trend of decreasing cadaver dissection hours. Some of the colleges relinquished both the cadaver dissections and prosections. I searched multiple works of literature from one note and PubMed with the necessity of dissection in the anatomy instruction word. Many anatomy instructors have no medical training, and a practicing physician never participates in cadaver dissection. Due to the embalming technique, the normal color and texture of normal human body are altered. A physician learns the relevant clinically oriented anatomy during the residency programs. To get into the residency program, one needs to pass the USMLEs and Clinical Skill examinations. These examinations do not include cadaver dissection nor cadaver structure identification. It is found that a medical student without cadaver dissection assignments had the equivalent scores to the students who spent many hours in cadaver dissections.ConclusionIt is possible to become a competent physician without the experience of cadaver dissection.Support or Funding InformationNone

Neural Basis of Anatomical Knowledge: An fMRI Study of Experts and Novices

How do anatomy instructors neurally organize anatomical knowledge? How does it compare to their undergraduate students’ organization? Using fMRI, we examined the neural activation patterns of expert anatomists and undergraduate anatomy students while completing an anatomy semantic task. In this talk, the outcomes of this study will be discussed then be examined in the context of curriculum and anatomical education.Support or Funding InformationNone.

Sex‐based Differences in Visual‐Spatial Reasoning Do Not Impact Exam Performance in Musculoskeletal Anatomy Among Physical Therapy Students

IntroductionPrevious research has investigated visual‐spatial reasoning in the acquisition of anatomical knowledge and has identified sex‐based differences in this reasoning among various student populations. However, to date, no studies have evaluated if sex‐based differences exist in visual‐spatial reasoning among doctor of physical therapy (DPT) students and if these differences impact examination performance in musculoskeletal (MSK) gross anatomy.AimThe purpose of this study was to (1) investigate sex‐based differences in visual‐spatial reasoning and (2) determine if these differences impacted exam performance among DPT students enrolled in a MSK anatomy course. We hypothesized, visual‐spatial reasoning would be greater in male DPT students versus female DPT students, and positively correlate with exam performance.MethodsFifty first‐year DPT students were voluntarily recruited during the first week of a 10‐week MSK anatomy course to complete the Vandenberg Mental Rotation Test (VMRT), rate their level of confidence in MSK anatomy (1=low, 5=high confidence), and provide demographic information (self‐identified gender, sex, age) in this IRB‐approved study. At the end of the course, scores on written (n=3) and practical (n=3) examinations were collected. A total examination score was determined, and a ratio was calculated for the total number of correct to the total number of attempted VMRT questions. Groups were dichotomized by sex and data were checked for normality with the Shapiro‐Wilk test. Comparisons between groups were analyzed with the Mann–Whitney U‐test. Sex‐based correlations were assessed with Spearman’s rho. Alpha&lt;0.05.ResultsNo significant differences in age were found between male (n=16) and female (n=34) DPT students (M: 25.6±4.2 vs. F: 25.9±4.6, p=0.71). VMRT scores among males were significantly higher than females (M: 17.8±3.9 vs. F: 11.0±3.9, p&lt;0.0001). The number of VMRT questions attempted was also significantly higher among males compared to females (M: 21.9±3.6 vs. F: 15.8±3.8, p&lt;0.0001). No significant differences between the groups were found in the number of questions answered incorrectly on the VMRT (M: 4.13±2.7 vs. F: 4.84±3.75, p=0.69) or the ratio number of VMRT questions correct to the number attempted (M: 0.81±0.11 vs. F: 0.70±0.19, p=0.082). Scores for practical exam (M: 67.3±4.3 vs. F: 67.0±4.3), written exam (M: 68.9±3.6 vs. F: 68.9±3.4), and combined total score (M: 136.2±6.7 vs. F: 135.9±7.0) did not differ between groups (p&gt;0.05). There was a significant correlation between age and total exam score in females (r=−0.42, p=0.013), but not in males (r=−0.29, p=0.27). No other significant correlations were detected.Discussion/ConclusionThese results demonstrate that visual‐spatial reasoning is higher among first‐year male DPT students compared to female DPT students, but do not impact exam performance in a MSK anatomy course. Understanding sex‐based differences in anatomical knowledge acquisition may help anatomy instructors improve learning outcomes. Future research is needed to determine if female PT students compensate with alternate learning strategies and whether these strategies are sex‐specific.

Perceptions of South African academic instructors toward the teaching and learning of anatomy.

Reflecting on teaching is commonly cited as a fundamental practice for personal and professional development. Educational research into the scholarship of teaching and learning anatomy includes engaging in discipline specific literature on teaching, reflecting on individual teaching methods and communicating these findings to peers. The aim of this paper was to formally assess the opinions of senior anatomy instructors regarding the state of anatomical knowledge at their respective institutions. An open-ended questionnaire was devised consisting of eight direct questions seeking opinions on anatomy teaching, knowledge, potential educational developments and general thoughts on the teaching of anatomy to medical students. These were distributed to senior Anatomy Faculty (identified by the author by their affiliation with the Anatomical Society of Southern Africa) based at the eight national medical schools within the country. A number of key themes emerged. Most senior faculty felt that the standard of medical education at their respective institutions was "good." However, emphasis was also placed on the "quality of teaching" incorporating clinical scenarios. There were also indications that staff are split into those that are keen to do research and those that are happy to provide teaching to medical students as their primary function. Several challenges such as time constraints within the curricula, lack of cadavers to reinforce knowledge and lack of appropriately qualified staff were highlighted. Recommendations included fostering partnerships with both clinicians and medical scientists into the anatomy curriculum thus improving teaching and research.