Learning Of Human Anatomy Research Articles

Effectiveness Of Blended Learning In Human Anatomy Courses

It is very demanding to teach anatomy in the present curriculum of medical education. The amount of time allotted to teach and learn human anatomy is diminishing. The traditional teaching method is no longer effective in being able to provide vast amounts of human anatomy learning material. Besides, this method is also passive, which is not liked by the current generation of students. Various disciplines have widely used the learning approach with the blended learning method. This study aims to compare the effectiveness of the blended learning method (BL) with the traditional teaching (TT) method on the student's final grades and the percentage of graduation rates for the gross human anatomy courses. A total of 217 final student grades from Batch 2016 (69 students), Batch 2017 (69 students), and Batch 2018 (79 students) were collected and analyzed. Students in Batch 2018 received the blended learning (BL) method while the Batch 2016 and Batch 2017 received the traditional teaching (TT) method. The mean final scores between the BL and TT methods were compared, also the percentage of graduation rates between the two methods. There was a significant mean difference in the student's final grade (P <0.001) between the BL method (66.77) versus the TT method (47.84). The percentage of students who passed with the BL method (65.82%) is higher than the TT method (10.14%). The result concluded blended learning method is more effective in increasing the final grade and percentage of graduating students than the traditional teaching method for gross human anatomy courses.

Withdrawal Notice: Applying Peer Mentoring to Improve Learning Human Anatomy

It is a condition of publication that manuscripts submitted to this journal have not been published and will not be simultaneously submitted or published elsewhere. Furthermore, any data, illustration, structure or table that has been published elsewhere must be reported, and copyright permission for reproduction must be obtained. Plagiarism is strictly forbidden, and by submitting the article for publication the authors agree that the publishers have the legal right to take appropriate action against the authors, if plagiarism or fabricated information is discovered. By submitting a manuscript the authors agree that the copyright of their article is transferred to the publishers if and when the article is accepted for publication.

La escritura, la ilustración y la animación como estrategia de enseñanza-aprendizaje de la anatomía humana

The importance of research on the teaching and learning of human anatomy is currently recognized, especially if it is considered that university courses in this area continue the traditional scheme that predominates worldwide, prioritizing transmissive teaching, rote learning and summative evaluation. The purpose of this work was the construction of models for the teaching-learning (T-L) of human anatomy in which the writing, illustration and animation of a story is proposed as a method of T-L of the anatomy of the brachial plexus (nerves of the upper limb). For this, the model construction process was followed, taking into account the definition of the objective, the initial observation, the reading of the theory, the form of representation, the verification of the proposed model, and the socialization. This T-L method allowed the students to achieve a deep understanding of the topic, in this case, the spatial location of the brachial plexus, the relationship of the anatomical structures and their clinical correlation. Therefore, it can be concluded that the elaboration of models allowed the students to take ownership of their learning process by proposing, exploring and deploying their creativity and critical thinking; in addition, the attitude of the teachers, who participated as mediators, contributed to the students’ cognitive and emotional engagement in the academic activity.

Learning human anatomy amid COVID-19 pandemic: A students' perspective

Introduction: Many countries adopted remote teaching upon the declaration of COVID-19 pandemic. Like many universities around the world, Sultan Qaboos University in the Sultanate of Oman shifted to emergency remote teaching (ERT) to contain the spread of the virus. In addition, anatomy classes were shifted to be taught online completely. This study aimed to explore students' perspective about the impact of COVID-19 pandemic on anatomy learning. Methodology: Students enrolled in anatomy courses during spring 2020 semester were asked to fill a questionnaire within 6 weeks of the end of online classes. The questionnaire included questions about students' perceptions and preferences about learning anatomy during ERT. Results: Findings indicated that coronavirus pandemic was disruptive to students' anatomy learning. Fulfilling courses requirements, home environment, internet connection, the anatomy knowledge without exposure to cadavers, and other resources in the lab were their main concerns. The reliability of internet connection was a major factor affecting their way of studying anatomy and selecting learning resources. Social media platforms were helpful in assisting students in their study and communication between themselves and their instructors. However, assessment and practical part teaching were not satisfactory to the students and they urge improvement. Conclusion: COVID-19 pandemic was disruptive to anatomy education. Internet connection was the major obstacles for the students, while the social media platforms were helpful tools in study and communication. Students urged improvement in the practical part teaching and assessment of the anatomy courses.

Osteology Modules for the Human Structure Course

Background and Objective:
 The COVID-19 pandemic has created a need to deliver much content for the Human Structure (HS) course virtually. Because osteology is a fundamental component of human gross anatomy, the goal of this project was to create quality interactive osteology modules for HS that can be delivered online.
 
 Project Methods:
 To ground our module development in best practices for teaching and learning human gross anatomy, we reviewed 100 articles from PubMed databases and selected 9 for discussion during weekly literature review meetings. Key search terms included: education research, computer-assisted instruction (CAI), technology-enhanced learning (TEL), clinically based anatomy, integrated learning, medical education, and more. We created the modules using Microsoft PowerPoint™ and EndNote X9™ for referencing purposes. Bone images were captured and edited with a Nikon USA™ D850 DLSR camera and Adobe Photoshop, respectively. Additional images were obtained from IUSM online textbooks, miscellaneous websites, and the radiology database Radiopaedia™. Each module includes pertinent clinical correlations, radiology, and post-module quizzes for students to assess their higher-order knowledge.
 
 Results:
 We created 7 osteology modules using best practices for human gross anatomy teaching and learning: (1) Vertebral Column, (2) Thorax, (3) Shoulder Girdle & Brachium, (4) Elbow, Antebrachium, Hand, (5) Pelvic Girdle & Thigh, (6) Knee, Leg, Foot, (7) Cranium & Hyoid.
 
 Conclusion and Potential Impact:
 Studies have demonstrated that CAI/TEL and radiological imaging work synergistically with traditional didactic methods to facilitate learning of human gross anatomy. Our modules will be used statewide in the HS course for first-year medical students as a CAI learning tool. Looking forward, we plan to use both qualitative and quantitative methods to determine if use of these modules results in better exam performance or aids in other aspects of the learning process.

The Wooden Skull: An Innovation through the Use of Local Materials and Technology to Promote the Teaching and Learning of Human Anatomy

Skeleton models are important in facilitating a student's easy retention and recollection of information in the future. These may assist students carry out hands-on practice in order to acquire and practice new skills that are relevant to first aid. The increasing number of medical institutions and medical students attracts the challenge of inadequate facilitation of the teaching and learning processes. This warrants a study and/or an exploration of an alternative solution such as wooden models in order to solve the problem of scarce and ethically restricted human teaching aids. Wooden pieces (50 cm length × 20 cm diameter) from a Jacaranda mimosifolia tree were prepared for the carving process, and wooden replicas of human skulls were made. Two experimental groups of randomly selected medical students (60: active and 60: control) were separately taught using wooden and natural skull models, respectively. The two groups were assessed and evaluated using the natural skull models to compare their understanding of the anatomy of the skull. Additionally, opinion statements were collected from participants in the active group during the oral examination. Six (6) wooden skull models were produced and used for experimental study. Comparisons of academic scores (mean and median) between active (students using the wooden skull) and control (students using natural skull) groups showed no statistically significant difference (P ≥ 0.05). Concerning the enhancement of learning skills, the wooden model was constructed in a way that would be able to enhance learning as it would be the natural skull. The wooden skull model, with more improvement in structural formation, can adequately facilitate the teaching and learning of anatomy of the human skull. This project and the experimental study about utilization of the wooden skull model provide a good potential of using the wooden models to supplement the use of the natural human skull.

Assessing the Relationship Between Students’ Approaches to Learning, Visuospatial Abilities, and Performance in an Undergraduate Human Anatomy Course

Learning is difficult to quantify. Several metrics for successful student learning have been explored, the most popular of which is academic performance. However, academic performance does not always accurately represent nuanced outcomes such as meaningful learning and skill development, nor is it a successful predictor of long‐term knowledge retention. One metric that has demonstrated alignment with such qualitative learning outcomes is student approach to learning; a framework that evaluates the depth with which students interact with their learning environment and the course content. However, the student approach to learning framework has yet to be adequately investigated for its reliability as a metric for learning in human anatomy, specifically. One measure that has been shown to predict learning achievement in human anatomy is visuospatial ability. Individuals with high visuospatial abilities are typically faster and more successful at performing three‐dimensional anatomy tasks than those with low visuospatial abilities. It has been suggested that this may be due to differences in strategies used for learning by students with high (versus low) visuospatial abilities. Despite this, the degree of correlation between students’ approaches to learning and visuospatial abilities has yet to be investigated. The present study therefore aimed to examine the relationship between students’ approaches to learning, visuospatial abilities, and performance in anatomy to investigate the validity of the student approach to learning framework as an alternative metric to evaluate anatomy learning. Physical Therapy, Occupational Therapy, and Kinesiology students (n = 35) completed a Mental Rotations Test and Revised 2‐factor Study Process Questionnaire after the end of their first anatomy course. Responses and final course grades were examined using regression analyses to detect their degrees of correlation. We hypothesized that visuospatial ability would correlate positively with both anatomy performance and deep approach to learning scores and have a negative correlation with surface approach to learning scores. However, no significant correlations were found between visuospatial ability and deep or surface approach to learning scores at p ≤ 0.05. Anatomy performance was positively correlated with deep approach to learning scores (β = 0.427, p = 0.02) and negatively correlated with surface approach to learning scores (β = ‐0.704, p < 0.01) but had no significant correlation with visuospatial ability at p ≤ 0.05. The data suggest that visuospatial ability does not significantly influence students' approaches to learning; however, additional research on larger populations is required to explore these relationships further.

Sequence FEDATHI and TBL (Team Based Learning) improve the learning of human anatomy

The FEDATHI Sequence is a new teaching methodology designed by researchers from the faculty of Brazilian Education with the aim of improving the teaching and learning process in several areas of knowledge, and its application in the teaching of anatomy requires understanding the educational phenomenon known as mediation. The FEDATHI Sequence is a methodology aimed at improving the pedagogical practice aiming at the proper posture of the teacher in the classroom, whose essence is to contribute for the student to overcome the epistemological and didactic obstacles that occur in the approach of anatomical concepts in the classroom. The main phases of the FEDATHI sequence are: positioning, maturation, solution and proof. Team Basead Learning (TBL) is an active teaching and learning methodology widely used by medical schools in Brazil, which consists of an educational strategy that offers students active learning and can be used with large classes of students divided into small groups. Thus, the objective of this work was to compare learning using two different methodologies: sequence FEDATHI and TBL. A descriptive, cross‐sectional study with a quantitative approach was carried out with 90 students in the discipline of human anatomy. The didactic methodologies sequence Fedathi and TBL were used in the anatomy class of the endocrine and sensory systems. For data collection, a semi‐structured questionnaire with 10 questions was used. For statistical analysis, the Mann‐Whitney test was performed, being considered significant when they presented p <0.05. It was observed that there was no statistically significant difference between learning using FEDATHI and TBL sequences, however when the two methodologies were compared with traditional teaching, both showed statistically significant differences p <0.05. It was found that there were no statistically significant differences between the age of the participants. With regard to methodological preferences, 60% of students stated that the FEDATHI sequence was better for learning, 20% prefer TBL and 20% prefer traditional teaching. It was found that hybrid teaching with diversity of methodologies improves anatomy learning, being an important tool for consolidating anatomical knowledge.

The Role of Mental and Motor Processes in Conceiving, Developing and Validating 3D Interactive Human Anatomy Learning Tools

Understanding human anatomy requires several mental and motor processes: i) mental imagery: the ability to mentally represent a physical object, a concept or a situation; ii) mental rotation: the ability to mentally turn the image of an object in the three space planes; iii) motor imagery: the ability to imagine a human movement without any real movement execution. These mental and motor processes have been used in Lyon 1 university to conceive and develop hundreds of 3D animations that are used to teach anatomy for undergraduate allied health sciences students, especially kinesiology students. All our animations are available in our YouTube Chanel “Anatomie 3D Lyon”. Our approach is experimentally validated through several paradigms. For instance, we found a significant correlation between anatomy examination results and visuo‐spatial ability tests (Guillot et al., 2007). We also showed that mental rotation training enhanced the acquisition of anatomical information requiring visuo‐spatial ability (Hoyek et al., 2009). Our 3D animations, when used in real learning condition, enhance the acquisition of anatomy knowledge requiring spatial ability as compared to 2D images (Hoyek et al., 2014). We further showed the efficiency of 3D animations compared to static 3D images in the mental representation and description of the scapula (Berney et al. 2015). In sum, 3D animations are efficient in teaching and learning anatomy, however their passive visualization lacks interaction, which is essential for anatomy learning. In our actual funded projects (Antepulsio and An@tomy 2020) we are developing new interactive tools that allow both personal body experience and good spatial representation of anatomical structures. This approach is based on evidences that body movements could improve learning of different knowledge by augmenting or enriching traces in long‐term memory. This embodied perspective is particularly relevant for functional anatomy learning as the knowledge to acquire could be specifically related to the learner’s body in motion. Our new prototypes as well as our related preliminary results will be presented during the conference. All our experiments were approved by our local ethic board. They were conducted on our kinesiology students with their understanding and consent.Support or Funding Information1) Agence Nationale de la Recherche: project An@tomy20202) Fond Unique Interministériel: project ANTEPULSIO

Teaching gross anatomy: Anatomage table as an innovative line of attack

Background: In medical education, with the emerging technology-assisted equipment, anatomage had developed as one of innovative approach for medical education teaching and learning tool for better understanding of basic sciences. The aim of this study was to explore the practicality of the virtual body dissection table and inclusive gratification among medical students in the teaching and learning of gross human anatomy. Methods: A cross-sectional survey was conducted during 2019 academic calendar among second-year medical students at the University of Gondar, Ethiopia. Questionnaires modified to the local context designed to explore the practicality of the virtual body dissection table and inclusive gratification among medical students in the teaching and learning of gross human anatomy. Eighty nine study participants (51 males and 38 females) were participated. Results: The majority, 80.89% of medical students study participants were satisfied that the anatomage had a helpful starring role and it was a supplementary tool for their learning and learning human anatomy and also gives well-known numerous benefits of using the anatomage table in the medical teaching and learning activities. Conclusion: As a major basic medical science, learning human anatomy could be expressively wedged with real visual anatomy. Therefore, the use of virtual body dissection technology gives the impression to have an auspicious role in upcoming educational training programs.

Detailed Images for Sustainability Development in Cross-Sectional Human Anatomy

Abstract In medical education and preclinical, clinical and transdisciplinary studies, tutors should be able to perform and offer qualitative study courses with more articulated perspective on higher educational sustainable development in higher education. Digital images have found their direct way to education in different medical areas. The aims of the study are to assess and verify the impact of cross-sectional images on the study process of Human Anatomy. In 2018, two randomly selected groups of 200 students from 2nd study year, Faculty of Medicine (Rīga Stradiņš University) were asked by tutors to identify several anatomical structures, using a three-dimensional virtual dissection table “Anatomage”. Group I analyzed cross-sectional images after cutting and segmentation of human body with interactive tools. Group II studied X-ray pictures, computerized tomography scans and magnetic resonance images of different regions and systems. The present paper focuses on the rate of cross-sectional image effectiveness in both groups. Analyzed detailed images represent their role in teaching and learning of Human Anatomy. Interpretation of these medical images will require very deep anatomical knowledge from basic studies until clinical courses.

Exploring Undergraduate Pharmacy Student Experiences of Learning Human Anatomy Using Cadaveric Specimens

Objective. To gain insights into pharmacy students' experiences in learning human anatomy using qualitative interviews and thematic analysis. Methods. Participants included Master of Pharmacy students at the end of their first year or the beginning of their second year. The study used a transcendental phenomenological design. Data were collected using semi-structured individual interviews that were recorded and transcribed verbatim. Thematic analysis was used to identify structural and textural components of participants' experiences using data management software. Results. Sixteen participants were recruited and interviewed. Students described developing an understanding of anatomy that differed from their previous experiences, focusing on variation in anatomical structures between patients, and developing professional attributes such as empathy and respect. Students described haptic learning that acted as a hook on which to anchor additional learning from textbooks and lectures. Finally, students perceived the experience as valuable to their future careers as caring professionals. Conclusion. The results of this qualitative study demonstrate that the value of teaching anatomy to undergraduate students goes beyond developing a broad knowledge of anatomical structures, but also engages a deeper conceptual appreciation of professionalism, thereby inducting them into a community of professional practice.

A classical model of educational cooperation in Human Anatomy: the Table Leaders.

This project has been developed for many years in the Human Anatomy courses.Its good outcomes have been confirmed by years of evidence of excellent resultsobtained through the learning of Human Anatomy. This method of teaching andlearning as one allows students who are taking Human Anatomy classes to receivepractical training in small groups and transmit it to their colleagues in the practicaltraining established in the Medical degree. Table Leaders feel rewarded as theylearn to speak in public, regularly transmitting the knowledge obtained, and byhaving to be up to date with their studies. These are all aspects that help, not onlythe Table Leaders process of learning, but also that of their colleagues, who seeclosely and carefully anatomical details that help them understand the subject.This method of supporting practical training is always under the supervision ofthe teacher who develops the practical classes. These Leaders used to pass thetest without additional problems. Thus the note was significantly increased versusthe class colleagues.

DIGITAL ERA IN CROSS-SECTIONAL HUMAN ANATOMY: THE USE OF DETAILED IMAGES IN THE STUDY PROCESS

INTRODUCTION
 An increasing number of digital technologies have been introduced which assist in some practical aspects of the teaching and learning of Human Anatomy. For modern-day students, more and more cross-sectional images of the human body are available as materials in their studies. Digital 2D images and/or 3D images such as high-resolution computed tomography (CT) scans and magnetic resonance (MR) have been received with much enthusiasm and have found their way into anatomy courses and practical classes. An emphasis on sectional anatomy can help medical students develop and improve their knowledge of cross‐sectional imaging.
 The aim of this study was to assess and verify the impact of cross-sectional images on the study of Human Anatomy.
 MATERIALS AND METHODS
 200 medical students in their 2nd study year at Rīga Stradiņš University were included in this investigation in 2018. In practical classes, all students were asked by tutors to identify several anatomical structures using "Anatomage", a 3D virtual dissection table (USA). They were randomly divided into two groups: Group I analysed cross-sectional images of the human body after cutting and segmentation with interactive tools; Group II studied X-rays, CT scans and MRI images of different regions and systems. Similar images in all possible cross-sectional planes were displayed. The pathological findings from the cross-sectional images were used to develop several clinical questions and cases. At the beginning of each practical class, the tutor spent about 30 minutes demonstrating the themes in the images to all the students. At the end of the teaching session, their understanding of the relationships between anatomical structures and the rate of cross-sectional image effectiveness among both groups was assessed by means of discussion.
 RESULTS
 By this time, students were able to identify the position of bones and organs from the lectures, practical classes and dissections. The majority of students recognized the landmarks, anatomical structures and relationships between them on cross-sectional images in three planes. By removing different kinds of tissue, students in both groups were able to learn more difficult anatomical topics and to explain details in these complicated regions. Self-assessment exercises helped students verify their understanding of topographical relations and regional anatomy. In these groups, students with less prior anatomy experience wanted to focus more on the basics of anatomy whereas students with more prior anatomy experience wanted to see and study more complex and interactive materials in cross-sectional images.
 CONCLUSION
 This study demonstrated the role of the 3D virtual dissection table "Anatomage" in facilitating students' ability to interpret cross-sectional images and understand the relationships between different anatomical structures. All the X-rays, CT scans and MRI cross-sectional images used played an important role in the teaching and learning of Human Anatomy. Skills and the ability to interpret these medical images is important for the application of anatomical knowledge right from basic studies until clinical courses.

The Effects of Image Type and Signaling on Learning in Human Anatomy: Schematics versus Dissection‐based Cadaveric Photographs

The multimedia principle states that individuals learn best from a combination of images and text, rather than text alone. In gross anatomy education, images such as schematics and photographs are often utilized to promote the learning of anatomical concepts and effectively prepare students for laboratory sessions and course examinations. Students enrolled in human anatomy courses are typically offered a variety of resources containing either schematics, dissection‐based cadaveric photographs, or both – which are often laden with coloured highlights and text‐based labels. While ‘signalling’ (eg. using colours or labels to highlight important anatomical structures) has been shown to decrease cognitive load (an outcome associated with improved learning), it is unclear whether using schematics or dissection‐based cadaveric photographs influences students' learning efforts differently. The aim of this project was therefore to compare the influences of schematics and dissection‐based cadaveric photographs on students' examination performance and short‐term knowledge retention. At the onset of this project, a pilot study was conducted on students enrolled in an advanced undergraduate human anatomy course. Participants were randomly assigned to one of four modules containing specific image types: cadaveric photographs (CP), coloured cadaveric photographs (cCP), schematics (SC), or coloured schematics (cSC). They then used their assigned module to study an anatomical region prior to completing two examinations; (1) immediately after the study period, and (2) one week after the first examination. Performance on the examinations and short term knowledge retention were compared between groups, and no statistically significant differences in mean examination performance were detected between them (p> 0.05). However, examination scores of those assigned to modules that contained images subjected to signalling demonstrated less drastic mean performance decreases in the second examination than those who studied the modules containing non‐coloured images. These findings suggested that the images subjected to signaling may have aided short‐term knowledge retention. The present study repeated the pilot study protocol on students enrolled in a large third‐year undergraduate introductory human anatomy course. The preliminary results indicated a similar trend, wherein signaling had beneficial effects on students' short‐term retention. The results of this project suggest that signaling using coloured highlights should be used when creating a novel resource, regardless of the type of image that is used. These findings may be used to inform the development of pedagogical resources and create teaching materials that promote the retention of anatomical knowledge and concepts.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

3D Anatomy Application (App): A Supplemental Learning Aid for Upper Extremity Anatomy Occupational Therapy Courses

Traditionally, graduate anatomy is learned from books, cadaver dissections, and prosections. During a lecture, the most common tool for presentations are screen projections such as PowerPoint presentations. Although this method has its teaching/learning advantage, it remains a 2‐dimensional surface unfavorable for depth perception, anatomical relationships, and clinical applications. Currently, there are several tools for the enhancement of learning and teaching anatomy, such as 3D virtual anatomy apps and anatomical models.PurposeEnhance learning through anatomy 3D applications integrated into an Upper Extremity Anatomy course for occupational therapy (OT) students.MethodsThere were 46 OT students (2 males and 44 females) enrolled in the TWU Summer 2018 Upper extremity anatomy course from the Dallas and Houston campuses. In supporting the lecture component, 3‐dimensional animations (“Complete Anatomy” app on an iPad Pro) of different anatomical upper extremity structures were projected to the big screen for the students to improve their understanding of the anatomy content that was covered. Upon course completion, the students were requested to provide their feedback and impressions regarding this combined teaching technique. Questions were tailored to examine the students' perception of integrating the app into the course, preference of the different tools used in the course, as well as their opinion on using this tool in the future.Results96% of the students reported that the anatomy app was very helpful (85%–39/46), helpful (9%–4/46) or good (2%–1/46) in aiding to their comprehension of complex anatomy structures. It was found that the anatomy app was preferred secondly to the hands‐on prosection as a teaching tool. Moreover, 100% of the students considered that the anatomy app would be a helpful tool in OT Upper Extremity courses.ConclusionCombining the 3D anatomy apps into graduate anatomy courses appears to be a useful tool for the comprehensive learning of human anatomy. This is demonstrated by the selection of the 3D app by graduate students as the second best teaching tool to learn anatomy.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Digital Technologies in the Teaching and Learning of Human Anatomy: analysis of the perceptions of Higher Education academics

The discipline of human anatomy in higher education has sought to restructure its approach and methodological strategies; in this context, digital technologies are presented as alternative means that can be incorporated in the study of this discipline. This exploratory qualitative research had as objective to analyze the perceptions of health academics about the use of digital technologies for the teaching and learning of human anatomy. The participants were 20 academics of the discipline of human anatomy of courses of the health area of a private university of the metropolitan region of Porto Alegre. The data were collected from a questionnaire, composed of questions related to the teaching and learning of human anatomy and the use of digital technologies for this component. The data were analyzed from the Content Analysis. Scholars have pointed out in their perceptions that digital resources contribute to the learning of anatomy; among the features most cited by them and indicated to be used are YouTube and social networks. The research pointed to contributions to present, from the perceptions of the students, the importance of considering the digital resources because they are incorporated in their daily life. We verified the need for further studies on perceptions, since they are indicative of the resources that can be used to learn anatomical concepts.

The Effects of a Functional Three-dimensional (3D) Printed Knee Joint Simulator in Improving Anatomical Spatial Knowledge.

In recent decades, three-dimensional (3D) printing as an emerging technology, has been utilized for imparting human anatomy knowledge. However, most 3D printed models are rigid anatomical replicas that are unable to represent dynamic spatial relationships between different anatomical structures. In this study, the data obtained from a computed tomography (CT) scan of a normal knee joint were used to design and fabricate a functional knee joint simulator for anatomical education. Utility of the 3D printed simulator was evaluated in comparison with traditional didactic learning in first-year medical students (n=35), so as to understand how the functional 3D simulator could assist in their learning of human anatomy. The outcome measure was a quiz comprising 11 multiple choice questions based on locking and unlocking of the knee joint. Students in the simulation group (mean score=85.03%, ±SD 10.13%) performed significantly better than those in the didactic learning group, P<0.05 (mean score=70.71%, ±SD 15.13%), which was substantiated by large effect size, as shown by a Cohen's d value of 1.14. In terms of learning outcome, female students who used 3D printed simulators as learning aids achieved greater improvement in their quiz scores as compared to male students in the same group. However, after correcting for the modality of instruction, the sex of the students did not have a significant influence on the learning outcome. This randomized study has demonstrated that the 3D printed simulator is beneficial for anatomical education and can help in enriching students' learning experience.

Graduate and Undergraduate Faculty Collaboration Utilizing Peer Observation to Enhance Educational Opportunities for Students and Faculty: A Case Example

While evidence supports the use of cadavers to facilitate the teaching and learning of human anatomy, cadaver-based teaching may not be present at the undergraduate level at many institutions due to limited laboratory access, financial constraints, and the lack of qualified faculty trained to teach in this type of setting. The following case example outlines a unique program designed to provide cadaver-based instruction to undergraduate students, while simultaneously training undergraduate faculty to teach in this setting through peer observational methods. More specifically, the following teaching collaboration was designed with the intent to achieve the following: 1) expose undergraduate anatomy students to cadaver-based learning; 2) provide education and training to undergraduate faculty so they are better qualified to teach human anatomy in the context of a cadaver laboratory; 3) provide graduate physical therapy students additional opportunities to dissect and reinforce their anatomy knowledge; and 4) demonstrate the value of interdisciplinary collaboration. Eighty-one undergraduate students were exposed to the cadaver laboratory for four educational sessions throughout the semester. Course evaluations revealed that 93% of the undergraduate students reported that their experiences in the cadaver laboratory served to enhance their learning, and 97% reported that the use of human cadavers should be continued in future courses. This interdisciplinary model allowed anatomy instruction to be expanded to previously unserved student groups as well as provided a mechanism for professional development of undergraduate anatomy faculty. This model may serve as a template to promote new program development to enhance faculty and student learning, while simultaneously encouraging interdisciplinary collaboration across the university.Keywords: interdisciplinary, peer observation, pedagogy, anatomy, cadaver

It is Useful to Use Plastic Anatomical Models in Teaching Human Anatomy ?

The classical method of teaching human anatomy to students is based on the dissection of human cadavers. Nowadays, there are many ethical controversy regarding the use of human cadavers during anatomy courses. In our study we tried to get undergraduate students� opinion about some different techniques of teaching human anatomy, including the utility of plastic models. We introduced in this study 163 students in the first year of their study at the Faculty of General Medicine from the University of Medicine and Pharmacy, Tirgu Mures. The respondents were asked to fill in a 12-item anonymous questionnaire. Based on the answers provided in the questionnaires we divided the 163 respondents into 2 groups: group A comprising 113 (69.32%) respondents who found that the best method of teaching anatomy is cadaver dissection and group B comprising 50 (30.67%) respondents who found that the best method of teaching is not cadaver dissection. Thus, 20 (12.26%) respondents considered that the best method of teaching anatomy is the use of previously dissected and preserved preparations, 4 (2.45%) indicated the use of plastic models as the best method, 24 (14.72%) would prefer 3D techniques of image reconstruction and 2 (1.22%) respondents found that the best method of teaching anatomy is by Microsoft Office PowerPoint presentations. Even though there are still controversial opinions regarding the use of cadaver dissection in teaching and learning human anatomy, especially ethical and psychological ones, cadaver dissection remains the best method of teaching anatomy to undergraduate students in medical schools.