Teaching Of Embryology Research Articles

Practice of discussion teaching mode in histology and embryology teaching and its reflection

Discussion teaching mode was carried out in the teaching of histology and embryol-ogy for clinical medical undergraduates in Chongqing Medical University from aspects of proposing questions, group learning, class discussing and summarizing. Classroom tests were accompanied to evaluate the teaching effect. It showed the discussion teaching achieved satisfactory effects. The correct answer rate of 92.36%students was≥60%. Students not only acquired knowledge but also increased their comprehensive abilities. The well-supervised topics, active participation of students and timely summary of teachers at the end of the class were the key factors in the practice of the discussion teaching mode. Key words: Discussion teaching; Histology and embryology; Subjective initiative; Medi-cal education

Clinical embryology teaching: is it relevant anymore?

Embryology finds itself jostling for precious space in the crowded medical curriculum, yet remains important for helping students understand birth defects. It has been suggested that teaching embryology through clinical scenarios can increase its relevance and interest. The aim of this research was to determine the attitudes of final-year medical students to learning embryology and whether clinical scenarios aid understanding. Final-year medical students undertaking their paediatric rotation in 2009 and 2010 were invited to attend an optional lecture on clinical embryology and participate in the research. In the lecture, three clinical scenarios were presented, in which the lecturer traced the normal development of a foetus and the abnormal development that resulted in a birth defect. Outcomes were assessed quantitatively using a paper-based survey. The vast majority of students who valued embryology teaching in their medical programme thought it would assist them with clinical management, and believed learning through case scenarios helped their understanding. Students were divided in their beliefs about when embryology should be taught in the medical programme and whether it would increase their workload. Embryology teaching appears to be a valuable part of the medical curriculum. Embryology teaching was valued when taught in the clinical environment in later years of the medical programme. Students, clinicians and medical educators should be proactive in finding clinical learning opportunities for embryology teaching.

Fundamentals of Team‐based Learning and How it Can Work in Teaching Anatomy

Team‐based learning (TBL) is a well‐described instructional strategy, involving a sequence of individual and group learning activities, which promotes individual and group accountability, development of problem solving proficiency and improved teamwork skills. The core elements of TBL are: 1) individual preparation guided by specific assignments and objectives; 2) individual readiness assurance testing; 3) group readiness assurance testing; 4) group application exercises; 5) peer evaluation. Departure from this sequence is possible, but should be carefully undertaken and assessed to preserve all of the benefits of the method. TBL can be implemented alongside traditional anatomy learning activities such as readings, lecture and dissection lab or in alternative anatomy teaching situations. We have structured our TBL sessions to deal with the highly visual nature of the anatomical sciences, including the use of laptops and now iPads to provide each team with high quality radiological imaging, figures and video. We also include team‐produced drawings, with subsequent peer evaluation, as part of the application problems in most of the TBL sessions. TBL has proven to be a valued addition to the overall anatomy and embryology teaching program.

How to improve psychological quality of medical students in histology and embryology teaching

It is important and necessary for the teaching process in histology and embryology integrated by psychological quality.The psychological quality of teachers can be improved by professional training and by themselves.Teachers should teach everyone differently according to the different psychological character of medical students who are born after 1990.Teachers can improve psychological quality of medical students in teaching process including the discussion,visiting the embryo sample and the second class. Key words: Histology and embryology; Medical students; Psychological quality

Embryology and Disorders of Sexual Development

Recent consensus is that individuals with atypical male or female phenotype are to be considered to have a "disorder of sexual development." The goal is to eliminate previous terminology that included the terms intersex, hermaphrodite, or pseudohermaphrodite. However, the teaching of embryology, and particularly teaching about the development of the reproductive system, still has not made the change to the new terminology. If those who teach embryology to health-care professionals remain unaware of the controversies associated with the old terminology and continue to use it, they will perpetuate a nomenclature that can be destructive. Any terminology must be used carefully to avoid dehumanizing the individual to a disease or a medical state. We should be able to state clearly the variations in morphology that exist, attend to the immediate health of the individual, and avoid any attempt to stigmatize gender-atypical individuals.

Embryology in the Nigerian Medical Curricula: Present Realities, Future Challenges

An urgent need to bring medical education and curriculum planning issues to the fore in Nigeria has been expressed severally given the inadequacies of the current traditional approach to medical education in Nigeria. This study examined the status of Human embryology in the curricula of Nigerian medical schools, highlighting issues with immediate and long term implications. A descriptive cross-sectional self administered questionnaire was distributed among Heads of Anatomy Departments and Embryology faculties who attended the 4th Annual Conference of the Anatomical society of Nigeria at Delta State University, Abraka, Delta State. The returned questionnaires were then analyzed. Our findings were that the pedagogical approach still persists in the teaching of embryology, with the course anchored essentially by Junior Cadre faculty. Readily available cost effect audiovisual aids were not optimized in teaching the course. Sampled schools were not conducting any form of curriculum review involving embryology as at the time of the study. It appears anatomy teachers in our medical schools are yet to recognize the enormous changes that have taken place globally over the last decade in the way human embryology is taught.Key words: Embryology, Medical Curricula, Nigerian Univrsities

Gross anatomy as the foundation of integrated veterinary biomedical curriculum

The curriculum reform is usually accompanied by reduced times allocated to the teaching of anatomy. During the recent review and revision of the veterinary medical curriculum at the University of Saskatchewan, we successfully pursued the argument to integrate the teaching of veterinary biomedical disciplines around the teaching of gross anatomy. The dissection of dog in a regional format is used to teach the comparative anatomy of other veterinary species, and to coordinate and integrate the teaching of histology, embryology, biochemistry and physiology. At the end of teaching of a particular region, we do integrative clinical case studies in groups of 7–8 students (3 sessions of 90 minutes each) to integrate the information from anatomy, physiology and biochemistry. At the end each case study, the whole class is brought together for a wrap‐up session. In addition to better disciplinary and professional skills learning outcomes for the students, there is better cohesion among the biomedical science faculty. Because many colleagues from clinical departments help in development and facilitation of the integrative case studies, there is better interaction and communication between the departments.

Personalizing embryology teaching to increase interest and clinical relevance

Due to its relevance in clinical practice, embryology is an important component of the undergraduate medical curriculum. However, for various reasons, many students do not devote sufficient time and effort to mastering this subject. Some students find embryology difficult to understand, and thus dislike and avoid it; others are unaware of its clinical application so they deem it unimportant. Physicians‐in‐training crave patient contact in any form, thus we hypothesized that personalizing embryology with a patient story would increase student interest and motivation to learn. The story was woven throughout the entire course, and the clinical relevance of the material was emphasized. Initial feedback of this approach has been positive. Quantitative and qualitative data regarding this curricular change will be collected at the end of the term.

Ultrasound—A Clinical Procedure to Motivate Preclinical Medical Students to Learn Embryology

Abstract A fundamental understanding of human embryology is an essential skill for the majority of practicing physicians. However, its perceived difficulty, in context of the constant competition for time needed to learn other basic science disciplines, makes teaching embryology in undergraduate medical education a universal challenge. Sonography is now commonly used in standard prenatal care because it allows safe, noninvasive imaging of early embryos and fetuses. Two-, three- and four-dimensional and Doppler ultrasound provide an astonishing arsenal of techniques to evaluate a pregnancy and screen for abnormalities. We are developing an international collaboration with ultrasound experts to introduce sonography into the teaching of embryology to preclinical medical students. The objective is to motivate students and facilitate learning by providing clinical relevance and online images that will help them visualize embryonic development. We invite members of the Ian Donald School of Ultrasound and editors and readers of the Journal to participate in this project.

Use of a programmed reinforcement exercise in teaching of embryology.

In studying embryology, understanding of the initial complexities of cell division and patterns of prenatal growth demands ability in three-dimensional comprehension. A programmed reinforcement exercise (PRE) was designed to enable second year medical students to devote their complete attention to the explanatory component of lectures, to highlight salient features in lectures, and to improve the efficiency and active participation component of revision. The programmed reinforcement exercise was used in association with a concurrent programme in gross anatomy and its effectiveness was evaluated by a controlled trial in two consecutive lectures to 142 students. With the t-test and matched pair tabular analysis to assess results, students using the programmed reinforcement exercise achieved significantly higher scores in two 15-item multiple choice tests which were designed to appraise their short-term comprehension and data recall of lecture content.

UTHSCSA Virtual for medical embryology teaching

Because it is intensely visual and involves dynamic terminology, embryology is a difficult topic for many medical students, especially if they did not have an undergraduate developmental biology course. Carlson (2002) has reviewed many of the reasons for studying embryology as part of the medical curriculum, including understanding the genesis of common birth defects, identifying the origins of the gross anatomical patterns and organization of the body, and understanding advances in reproductive and embryo technologies. The goal of this innovative teaching project is to provide additional study guide resources and instructor interaction for a conceptually difficult, yet important, component of the medical school curriculum. To develop this teaching project, we used UTHSCSA Virtual, which is an online environment designed to facilitate academic collaboration, accessible from any computer in the world with a current Internet browser, and available to all UTHSCSA faculty and students. We have developed a Virtual Embryology Office with both synchronous (chat room) and asynchronous (message board) communication capabilities. Tufte's (1990) principles of information design were used to create visual displays and summaries of embryology materials, easily accessible from the Virtual Office, which encourage a diversity of individual learning styles and rates of understanding.

The contribution of pathologic diagnosis and research of the faculty members engaged in teaching histology and embryology to undergraduate medical studies

The theoretical and practical aspects of teaching are generally defined by the curriculum, but professional experience plays an important role as well. The teaching experience of the faculty members is developed through health services, education and research. THE DEPARTMENT OFHISTOLOGY AND EMBRIOLOGY: This paper reviews the activities of the teaching staff of the Department of Histology and Embryology, pointing to the importance of pathologic diagnostics and research. It underlines the necessity of using some non-standard histologic staining methods on some tissues, organs and pathogens, as well as the results of experimental studies of the endocrine system. The experimental tumor models are used to demonstrate the interdependence of the endocrine and immune systems. Modalities and possibilities of regeneration of the digestive tract and connective tissue mucosa are explained This paper also deals with histologic criteria used for assessment of fetal age and in the diagnosis of developmental malformations. Linear and stereologic methods, used in quantification of normal morphology, the degree of pathologic changes, and regeneration of normal structures in the courses of and after therapy, are given. The authors particularly emphasized the importance of above-mentioned activities in the teaching of Histology and Embryology to undergraduate students.

Histología y embriología oral clínicamente integradas como herramienta didáctica en un curso de grado de la carrera de Odontología

The teaching of Oral Histology aocI Embryology clinically integrated was designed as a pilot experience to be clevelopecl during the 2005 academic year at the Divisiori of [listology and Embryology (Chair "A") of the National University of Cordoha School of Dentistry.This experience, in which the rnembers of the faculty of the Department of Clinical and Basic Sciences have an active participation, is hased on a systcmic conception of the learning-teaching process and on the recommendations marie by the OPS/OMS. This approach will allow us to optimize the quality of our undlergraduate programs through bctter teacher training and the gradual integration of basic and clinical scienees.Our aim is to provide a hetter education with clinical relevance in basic sciences and scientific hasis in clinical assistanee

Magnetic resonance microscopy versus light microscopy in human embryology teaching.

A study was carried out on the application of magnetic resonance microscopy (MRM) in teaching prenatal human development. Human embryos measuring 8 mm, 15 mm, 18.5 mm, and 22 mm were fixed in a 4% paraformaldehyde solution and sections obtained with magnetic resonance imaging (MRI) were compared to those prepared for light microscopy (LM), using the same embryos. The MRM and LM slices were of a similar quality. In the MRM sections, embryonic organs and systems were clearly visible, particularly the peripheral and central nervous systems, and the cardiovascular and digestive systems. The digitalization and clarity of the MRM images make them an ideal teaching aid that is suitable for students during the first years of a health-science degree, particularly medicine. As well as providing students with their first experience of MRM, these images allow students to access, at any time, all embryos used, to assess changes in the positions of different organs throughout their stages of development, and to acquire spatial vision, an absolute requirement in the study of human anatomy. We recommend that this technique be incorporated into the wealth of standard embryonic teaching methods already in use.

Embryology revisited

Most doctors have a dim memory of embryology teaching at medical school. In a four-paper series starting in this week's Lancet, we have tried to highlight some of the more fascinating findings in what now goes under the rather more trendy name of developmental biology. The first paper by Dian Donnai and Andrew Read discusses the role of the clinician in pinpointing some of the syndromes that have helped to elucidate developmental pathways. The next paper by William Horton describes ways of making animal models that help in understanding complex human syndromes, particularly those that affect the skeleton, and in the next paper Frances Goodman details the pathways involved in body patterning and how comparisons between species have been so revealing. The final paper, by our adviser on the series, Judith Hall, discusses the complex events involved in twinning, and brings the topic right back to the clinic. How clinicians add to knowledge of developmentStudies of human birth defects and developmental disorders have made major contributions to our understanding of development. Rare human syndromes have allowed identification of important developmental genes, and revealed mechanisms such as uniparental disomy and unstable trinucleotide repeats that were not suspected from animal studies. Some aspects of development, in particular cognitive development, can only be studied in human beings. Basic developmental mechanisms are very highly conserved across a very wide range of animals, making for a rich interplay between animal and human studies. Full-Text PDF

Fabricating a Face: The Essence of Embryology in the Dental Curriculum

The current explosive growth in developmental biology, fuelled by the almost completed sequencing of the human genome, is bound to have a profound impact upon the practice of medicine and dentistry in the twenty-first century. No other discipline more accurately reflects this impact than embryology, which combines the basic and clinical sciences of genetics, ontogeny, phylogeny, teratology, and syndromology into the essence of modern medical and dental practice. The advent of in vitro fertilization, chorionic villus sampling, amniocentesis, prenatal ultrasonography, intrauterine surgery, and stem cell therapy has vaulted the previously esoteric subject of embryology into clinical consciousness. All these aforementioned procedures require an intimate knowledge of the different stages of development. The alphabet soup of acronyms that now peppers papers proclaiming the genetics and characteristics of various growth factors and cytokines (e.g., FGF, TGFalpha) are all based upon an understanding of the developmental mechanisms occurring in the embryo and subsequently in wound healing and oncology. Congenital abnormalities ranging from lethal syndromes to dental malocclusions cannot be diagnosed, treated, cured, or prognosticated upon without a sound conceptualization of embryology. Computer technology has revolutionized the understanding and teaching of embryology by portraying developmental phenomena as three-dimensional model images in sequential depictions of changes proceeding in the fourth dimension of time. Embryology must now form the essential core of the basic sciences in medical and dental curricula. Future dental practice will become rooted in the genetics and morphogenesis of facial fabrication.

Louis Sébastien Tredern de Lézérec (1780-18?), a forgotten pioneer of chick embryology.

Tredern's thesis on chick embryo development was submitted in Jena (Germany) in 1808 and seems to have been completely overlooked by historians of embryology during the 20th century. However, K.E. von Baer and C. Pander were much interested in that thesis in 1816-1817, when they resumed work on the chick embryo. Tredern, who was born in France in 1780, had then left Germany and abandoned his studies, but von Baer tried to find trace of him throughout his life, wanting to pay homage to his pioneer work. Von Baer published a short biographical notice (1874), which was later extended by Stieda (1901). The accuracy of Tredern's observations and the reasons that could have justified von Baer's interest are discussed. Tredern went back to Paris in 1811 to submit a second medical thesis, the value of which is also considered. It is also shown that, in the teaching of embryology, 18th century preformation concepts were still vivid, remaining in French textbooks of the period 1800-1830. This situation strongly contrasts with the new epigenetic views that were developed by the German scientists with whom Tredern had performed his studies.

Computer morphing of scanning electron micrographs: an adjunct to embryology teaching.

Traditional embryology courses demand considerable expenditure of time and effort from students to master the spatial awareness skills necessary to create three-dimensional mental images from two-dimensional serial sections. Then students must imagine a movie sequence of the changes which take place during normal development. Further steps are required to relate this information to the clinical situation. As more medical and dental schools move towards problem-based curricula, more efficient methods of improving understanding of embryology are needed. The development of many organs can be studied using scanning electron micrographs of embryos at different ages. These high quality images are more easily interpreted by our students than histological sections and the understanding achieved more readily applied to clinical problems. Still more beneficial would be the provision of moving images showing the actual changes happening. We decided to use computer morphing techniques to prepare movie sequences showing development of the face and plate. For each, four scanning electron micrographs of appropriately-sized sheep embryo heads were taken at the same magnification and orientation to use as start and end points of morphing sequences. After using retouching techniques to colour the separate processes, further sequences were prepared. The discipline of maintaining the same magnification throughout and the possibility of directly observing changes between stages revealed some surprising growth patterns. This technique is adaptable to any area of biological development where pre- and post-illustrations are available. Animations can be presented on computer or on video and incorporated into programs. Student feedback has been very favourable.

The Way They Do It: Embryology Teaching in US Medical Schools

A survey of departments of anatomy in US medical schools shows that, of the 66 per cent responding, most (60 per cent) teach embryology integrated with other anatomical disciplines, although a large minority (35 per cent) teach an independent course, and a few (five per cent) teach an elective only. Time allotted to embryology teaching averages 23 hours, but this varies widely from a minimum of six to a maximum of 48 hours. The main content of most courses is development of the normal fetus. However, clinical aspects of embryology, particularly congenital malformations, are taught in all but one of the institutions responding.

Applying dental techniques to fabrication of embryology teaching models

Journal of Dental EducationVolume 36, Issue 8 p. 37-40 Article Applying dental techniques to fabrication of embryology teaching models MA Meenaghan, MA MeenaghanSearch for more papers by this authorH Blazy, H BlazySearch for more papers by this authorCA Glomski, CA GlomskiSearch for more papers by this author MA Meenaghan, MA MeenaghanSearch for more papers by this authorH Blazy, H BlazySearch for more papers by this authorCA Glomski, CA GlomskiSearch for more papers by this author First published: 01 August 1972 https://doi.org/10.1002/j.0022-0337.1972.36.8.tb00574.xAbout ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume36, Issue8August 1972Pages 37-40 RelatedInformation