Anatomy Staff Research Articles

Anatomy education in low-resourced countries: What are challenges and effective and affordable educational strategies? A qualitative study

Purpose With limited means, resource-deprived countries must find ways to organize education to meet standards. Few reports exist about anatomical education in LLMICs. This study explores how anatomy teaching is sustained in countries with few resources and which affordable educational strategies are applied to uphold quality. Methods A mixed-methods study with anatomy teachers from public medical schools in low or lower-middle income countries (LLMICs) in Africa, Asia, Europe, and Latin-American was performed through survey via email combined with semi-structured online interview with teachers, exploring survey results at a deeper level. Results LLMICs available to be surveyed, 13 and 8 were found to respond to a written survey and oral interview invitation, face significant teaching challenges, primarily due to lack of funds. These are faculty shortages (low salaries and high student-to-teacher ratio) and inadequate infrastructure (internet, electricity, poor classroom conditions). Solutions were associated with didactic strategies (social media, e-learning, image-based learning, applied anatomy), expanding teaching capacity with less qualified and part-time faculty, student-organized education, and self-financing (teaching resources subsidized by teachers and students). Which was triking was teacher commitment despite difficult circumstances. Teachers propose better faculty management, increased anatomy staff recruitment, and collaboration with other institutions. Conclusions Anatomical education in LLMIC is forced to adapt to the socio-economic context, rather than to trends in medical education worldwide. These adaptations are supported mainly by the teachers ‘commitment.’

Development of a Virtual Journal Club in Anatomy: a Responsive Pandemic Pedagogy.

The COVID-19 pandemic forced changes to online teaching worldwide. The Clinical Anatomy journal club (JC) is key in the Bachelor of Science Honours (BScHons) programme and aims to improve scientific appraisal and communication abilities in anatomical research. An online JC through synchronous contact between members was deemed fitting as it could bridge the newly enforced geographical limitations due to the national lockdown in South Africa. Although common in clinical specialties, there are no published reports of anatomy themed online JCs. This project aimed to develop, implement, and appraise a synchronous virtual JC for Clinical Anatomy during the COVID-19 South African lockdown. A qualitative exploratory study design within an interpretive/constructivist paradigm was followed and aimed to explore students’ perceptions of a virtual anatomy JC during the lockdown. The study was conducted at a South African institution, within the BScHons programme, and all enrolled students were invited to participate. Upon receipt of informed consent, an anonymous questionnaire was administered via Moodle for the BScHons students. The responses were analysed by thematic analysis, codes were developed, and themes were generated. Two main themes were generated from the results: the first related to the virtual format of the JC and the second focused on the content and topics covered during the JC sessions. The Clinical Anatomy staff and students adapted rapidly to the virtual JC and formed a community of practice. The benefits of teaching and learning within JC were maintained during the virtual format. It is envisioned that the JC will continue in a hybrid format (face-to-face and virtual) in future academic years.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-021-01325-8.

Acute Adverse Effects of Formaldehyde Treated Cadaver on New Innovative Medical Students and Anatomy Staff Members in the Dissection Hall at Wollo University, Northeast Ethiopia.

IntroductionFormaldehyde is the most frequently used chemical for the preservation of a cadaver. However, its toxicity in the dissection hall is frequently ignored.ObjectiveTo assess the acute adverse effects of formaldehyde treated cadaver on preclinical new innovative medical students and anatomy staff members in the dissection hall at Wollo University, Ethiopia.MethodsThis institutional-based cross-sectional study was carried out from January 20 to February 25, 2020. A total of 88 study participants were surveyed at the department of Human Anatomy, Wollo University, Ethiopia. The participants were those who were exposed to formaldehyde vapors during the dissection of a cadaver in the dissection hall. A self-administered questionnaire which contains the clinical symptoms observed after formaldehyde exposure was used to collect data. The data were entered into EpiData version 4.2 and then exported to SPSS Version 21 for analysis. Finally, the data were expressed in texts, tables, and figures.ResultsThe study comprised 84 (95.5%) male and 4 (4.5%) female. In this study, the top three most common acute adverse effects of formaldehyde during dissection of a cadaver in the cadaver room were unpleasant smells, Tiredness/dizziness, and watering of eyes (lacrimation), each accounted for 64 (72.7%), 39 (44.3%) and 35 (39.8%), respectively. The other acute adverse effects were running nose with tingling sensation 27 (30.7%) followed by lack of concentration 24 (27.3%) and headache 22 (25%).ConclusionIn dissection hall, preclinical medical students and instructors are at high risk to develop various acute adverse symptoms of formaldehyde. Therefore, a free-aldehyde preservation solution should be assumed to prevent its toxicity.

Attitudes of Anatomy Students toward Commemorations for Body Donors: A Multicultural Perspective.

Many medical schools practice commemorative ceremonies to honor body donors. Attitudes of medical education stakeholders toward these ceremonies have not yet been fully investigated. The aim of this study was to explore anatomy students' attitudes toward commemorations at a multicultural institution which has not introduced these ceremonies yet. A survey was carried out on different groups of anatomy students that were exposed and not yet exposed to human remains. The survey was used to record basic demographic data from the respondents, ask if they would support the establishment of an anatomy commemoration and in which format. A total of 756 anatomy students participated in the survey (response rate 69.8%). The majority (76.3%) were in favor of introducing a commemoration for donors. The associations of students' gender, attitude toward body donation, and level of exposure to human remains with attitudes toward commemoration for donors were identified (P<0.05), whereas ethnicity and religion seemed to have no influence on attitudes (P>0.05). Most students believed that anatomy staff and students should organize the commemoration. There was a preference for the commemoration to be secular with revealed identities of donors, and not recorded for social media. The support for the establishment of commemorations transcended cultural and religious differences and confirmed students' respectful attitude toward donors. Anatomy commemorations seem to have potential not only to engage students with one another, and donor families, but also to pave the way for students to become life-long ethical and empathetic learners and practitioners.

COVID-19 and anatomy: Stimulus and initial response.

The outbreak of COVID-19, resulting from widespread transmission of the SARS-CoV-2 virus, represents one of the foremost current challenges to societies across the globe, with few areas of life remaining untouched. Here, we detail the immediate impact that COVID-19 has had on the teaching and practice of anatomy, providing specific examples of the varied responses from several UK, Irish and German universities and medical schools. Alongside significant issues for, and suspension of, body donation programmes, the widespread closure of university campuses has led to challenges in delivering anatomy education via online methods, a particular problem for a practical, experience-based subject such as anatomy. We discuss the short-term consequences of COVID-19 for body donation programmes and anatomical education, and highlight issues and challenges that will need to be addressed in the medium to long term in order to restore anatomy education and practice throughout the world.

Perspective of the 1st year undergraduate medical students in learning anatomy

Introduction: Anatomy, one of the basic sciences' subject of the 1st year medical education curriculum, is recognized as an essential foundation for clinical sciences. However, there is a continuing debate on the best method of learning anatomy. In this study, we infer the perception of the 1st year medical students on the best method of learning anatomy. Material and Methods: The present study was conducted on 246 1st year undergraduate medical students, of the academic year 2015–2016. An online platform – Survey Monkey – was utilized to conduct the survey where multiple-answer multiple-choice questions were sent to the students, and the results were tabulated on a graph. Results: The optimal way of learning anatomy according to 80% of students was through small-group teaching in comparison to didactic lectures according to 12%. Integrated teaching introduced as talks by physicians (31%) and problem-based learning (28%) was not well appreciated. However, they felt an exposure to the clinical side where small groups are taken to the hospital to demonstrate relevant case/procedure/examination would have a more significant impact (78%). There was a favorable opinion (74%) on the formation of an Anatomy mentor cell where the students who had performed poorly during the first sessional test were under the guidance of anatomy staff, and regular assignments were given. Discussion and Conclusion: Anatomy exposes the student to an ocean of knowledge; it also inculcates a particular attitude and communication toward another human being. The students' perspective in learning Anatomy plays a crucial role in the changing times and demand reforms which would best aid the student-centric learning.

Health adverse effects of formaldehyde exposure to students and staff in gross anatomy

Formaldehyde is an anxious gas used as a tissue preservative of cadavers in anatomy halls. Therefore, laboratory staff and students are at high risk of different clinical complications due to the continuous exposure to formaldehyde. The present questionnaire-based study evaluates the effects of formaldehyde exposure on veterinary students and staff in the anatomy gross dissection laboratory, University of Tripoli, Libya. A total of 104 students and 6 anatomy staff members completed a questionnaire of 24 questions related to the clinical symptoms observed after formaldehyde exposure and the answers were assessed using a six point (0-5) scale. Students had a high prevalence of nasal itching 78(75%), eyes burning 78(75%), excessive lacrimation 76(73%), eyes redness 60(58%), headache 64(62%) and respiratory distress 61(59%). Smoking and wearing glasses or gloves worsened many symptoms while wearing masks minimized other symptoms and male students were more affected than females. All anatomy staff members (100%) reported nasal itching, burning and congestion, eyes burning and redness, excessive lacrimation, cough and respiratory distress and less than that (83%) suffered from mouth dryness, headache, temporary loss of their ability to recognize the smell of formaldehyde and needed a physician assistance after the exposure to formaldehyde. The repeated exposure to formaldehyde in gross anatomy dissection has harmful effects on both students and staff member and finding alternative preservation methods, such as freezing, would be safer than using the formaldehyde

The Anatomy Training Programme (ATP) – What Have We Learnt?

The ATP, run by the Anatomical Society and the American Association of Anatomists to train young scientists in anatomy, began in 2008. Six successful years later, 26 trainees have completed part or all of the ATP. It consists of 4 modules (limbs, trunk, head and neck, and neuroanatomy) completed over 2 years. Study is undertaken by trainees in their home institution, with a local mentor to support their learning. The year culminates in the highly rated residential school at the University of Oxford. The course now has a strong emphasis on reflective learning, with each trainee submitting a monthly journal to a tutor from the ATP management team, who reviews the journal, answers any questions, and performs a monitoring role. This process is a more recent development, since it became obvious early on that the trainees needed someone to communicate with in order to share their experiences or problems. This reflective element can be problematic for some trainees, but easy for others. Putting learning into practice through a variety of activities (teaching students, anatomical dissection, or question writing) has been key to producing a good portfolio. Another innovation from the original ATP design has been to provide greater flexibility for trainees, allowing them to take only one module per year to fit with work commitments or personal preference. This has allowed technical anatomy staff, whose job is primarily to produce prosections, to gain recognition for their learning. The programme is not easy; many new anatomy lecturers struggle to balance the needs of their academic post and the time required to study anatomy to a level sufficient to teach. However, completion of the ATP is rewarding!

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Formaldehyde is the widely used chemical for embalming cadavers, for fixation of tissues in histology, for fumigation of operation theatres and sterilization of surgical instruments . Formaldehyde cannot be absorbed through the skin but becomes vapor at room temperature. Anatomists, pathologists, forensic surgeons, staff of dissection hall , embalming laboratory , histology laboratory and medical students will get exposure of formaldehyde gas. It is estimated that an anatomist gets exposed to formaldehyde (gas) for about 30,000 - 60,000 hours in his / her life time. Formaldehyde is the drug of choice for above purpose if it is used with proper precautions , but it can produce harmful effects on many systems as on skin, respiratory system, central nervous system , gastro intestinal system and produce minor to major problems ranging from burning of eyes to carcinomas. A cross sectional survey is conducted by selecting 120 members of anatomy staff (Both teaching and nonteaching) who are working in colleges in and around Hyderabad city. The effect of formalin on above group is studied. Results of this survey are grouped system wise and known protective measures are discussed.

Adding anatomy to the medical clerkships: experience with surgery and clinical skills

Reduced time for anatomy in the first year medical curriculum challenges anatomists to provide students with opportunities to learn the anatomy that is essential for clinical practice. One way to meet this challenge is to integrate specific topics of anatomy into the third year when they are clinically relevant. Previously we determined that third year students prefer a combination of demonstration by an instructor and “hands‐on” work with a cadaver to learn anatomy. More recently, we consulted with clinical colleagues to develop “need to know” clinical anatomy sessions that are now required for third year students in both the Surgery clerkships and in the Clinical Skills Immersion Experience (CSIE). Prosections are used to review specific anatomical relationships that are relevant to general surgery and to selected invasive procedures. Groups of 35 students rotate among the prosections and are assisted by anatomy staff or are self‐guided by exercises on computers. In the 2‐day CSIE, students first review relevant anatomy and then practice selected invasive procedures, e.g., chest tubes, paracentesis, thoracentesis, and kidney biopsy on unembalmed cadavers. Students report that they are “very satisfied” with these anatomy sessions. Invasive procedure training using unembalmed cadavers is greatly appreciated as it reduces anxiety and provides an authentic experience that cannot be matched using models.

Scottish Anatomy Departments: Adapting to Change

To document changes to the academic infrastructure of Scottish departments of anatomy over the past 20 years and compare the strategic approaches adopted by each institution to ensure continued provision of the subject to medical students. DESIGN Interviews with principal anatomy staff members to obtain targeted information (staff numbers, staff recruitment, student numbers, staff:student ratio and contact hours in the medical curriculum) by investigating three temporal snapshots chosen at 10 year intervals (academic years 1983/4, 1993/4 and 2003/4). Principal teaching staff members from the anatomy departments at the five Scottish medical schools: University of Aberdeen, University of Dundee, University of Edinburgh, University of Glasgow and the University of St Andrews. Additional information was forthcoming from the admissions office of each University. Over the past 20 years the Scottish anatomy schools have weathered a variety of external and internal influences and each school has adopted very individual strategies to the delivery and maintenance of their subject. Some schools have unquestionably been more affected than others but all have responded in a unique way to the demands of the disciplines they choose to subserve. In general, each school has seen a decline in the compliment of teachers (staff + demonstrators) whereas the student number has increased dramatically. Each department has micromanaged its proportions of lectures, dissecting room practical time and tutorials to best fit their student base, staff capabilities and the requirements of, and/or alterations to, the medical curriculum offered in their institution.

Reactions of first-year medical students to their initial encounter with a cadaver in the dissecting room

This study reports the results of a 1986 questionnaire survey of 100 first-year medical students regarding their preparation for and reactions to their first encounter with a human cadaver in the dissecting room. The students were aware of psychological and physical reactions to this experience, and although they felt adequately prepared prior to the class, expressed a desire for greater preparation afterwards, particularly through more discussion of the experience with the anatomy staff. A surprising number of the students (62) had had prior exposure to a dead human body, which was a significant influence upon their reactions. The results of this study suggest a need for improving both the preparation for coping with dissection and the follow-up opportunities for dealing with professional and emotional issues raised during human dissection.