Learning Of Gross Anatomy Research Articles

Attitudes and usage of visual-aids in graduate student learning of gross anatomy at Makerere University.

The increasing numbers of students studying human anatomy at Makerere University are beginning to overwhelm available resources, which presents challenges in learning and necessitates an evaluation of alternative ways to enhance anatomy learning.The increasing numbers of students overwhelm resources available and presents challenges in learning. This necessitates an evaluation of alternatives to enhance gross anatomy learning at Makerere University College of Health Sciences. The study aimed to assess the usage of visual aids and generate necessary information to enhance learning. A cross-sectional study employing a concurrent triangulation mixed method design was conducted among 44 graduate students actively participating in cadaveric dissection. Data was collected using self-administered questionnaires and two focus group discussions. Descriptive statistics and thematic analysis were used to summarize data. Most participants were male (77.3%) with a mean age of 31.5 years (SD 3.9, Range, 27-45 years). A majority of graduate students reported using non-traditional methods (online sources) to supplement learning. Students commonly used hard copies of Cunningham Manual of Practical Anatomy (88.6%) supplemented with well-illustrated textbooks (79.5%) and online dissection videos (72.7%). Students expressed most satisfaction with the use of videos and well-illustrated text books in supplementing learning. The availability of these electronic resources was limited by factors such as poor internet connectivity and the need to pay for online licenses and subscription fees. Graduate students in the Department of Anatomy at MakCHS are using non-traditional methods to supplement their learning. However, there are several challenges to accessing digital resources. There is a need to support students with accessing visual aids through integrating newer teaching modalities and modern technology to promote interest and retention of anatomical knowledge.

Effects of tablet-based drawing and paper-based methods on medical students' learning of gross anatomy.

The way medical students learn anatomy is constantly evolving. Nowadays, technologies such as tablets support established learning methods like drawing. In this study, the effect of drawing on a tablet on medical students' anatomy learning was investigated compared to drawing or summarizing on paper. The quality of drawings or summaries was assessed as a measure of the quality of strategy implementation. Learning outcome was measured with an anatomy test, both immediately afterward and after 4-6 weeks to assess its sustainability. There were no significant group differences in learning outcome at both measurement points. For all groups, there was a significant medium strength correlation between the quality of the drawings or summaries and the learning outcome (p < 0.05). Further analysis revealed that the quality of strategy implementation moderated outcomes in the delayed test: When poorly implemented, drawing on a tablet (M=48.81) was associated with lower learning outcome than drawing on paper (M=58.95); The latter (M=58.89) was related to higher learning outcome than writing summaries (M=45.59). In case of high-quality strategy implementation, drawing on a tablet (M=60.98) outperformed drawing on paper (M=52.67), which in turn was outperformed by writing summaries (M=62.62). To conclude, drawing on a tablet serves as a viable alternative to paper-based methods for learning anatomy if students can make adequate use of this strategy. Future research needs to identify how to support student drawing, for instance, by offering scaffolds with adaptive feedback to enhance learning.

Using Digital Multimedia to Enhance the Learning of Gross Anatomy and Integrating with Clinical Science

BackgroundWith the introduction of reformed curricula in medicine, most schools have reduced the total hours allocated for anatomy teaching and laboratory practical hours. These changes have been a continuous debate and triggered the emergence of innovative teaching and learning strategies in order to maximize students' learning of anatomy in the new context. Interactive modules allow for students to learn at their own pace and engage with their learning through quizzes and media to best supplement learning. The purpose of this project was to develop a module that can help support the learning of second year students in the new curriculum of UBC's Faculty of Medicine. This module was based on the content of a week‐long topic on osteoarthritis (OA) and hand anatomy and focused on the integration of clinical knowledge with the concurrent instruction of pertinent anatomy.MethodsAn interactive module on hand anatomy and osteoarthritis was developed to reflect curricular content. The module was made available to students on the curriculum website and completion of a voluntary survey of ten subjective questions was encouraged at the end of the module.Results94% of the participants felt their clinical knowledge of OA was strong or very strong after completion of the module, compared to 44% before completion of the module. Anatomical knowledge of the hand and wrist improved from 5 feeling strong or very strong to 83% of the participants. 88% of the participants felt that the integration of a clinical case of OA with the anatomy was either effective or very effective in assisting learning of the curricular content. 94% of the participants would like to see more modules like this for curricular content.ConclusionsThe development of an interactive module that explored clinical and anatomical content curricular objectives improved students' subjective knowledge of clinical and anatomical knowledge. Students found it useful for their learning to integrate cases into the core concepts of anatomy and would like to see more modules like this in the future.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Learning styles and strategies preferences of Iranian medical students in gross anatomy courses and their correlations with gender.

The learning approaches can help anatomy teachers design a suitable curriculum in harmony with their students' learning styles. The research objective is to evaluate gross anatomy learning styles and strategies preferences of Iranian medical students at Kashan University of Medical Sciences (KAUMS). This cross-sectional questionnaire-based study was carried out on 237 Iranian medical students. The students answered questions on approaches to learning anatomy and expressed opinions about learning anatomy in medical curriculum. The data were analyzed to disclose statistically significant differences between male and female students. Iranian male and female students were interested in learning anatomy using notes, plastic models, pictures and diagrams, clinical context, dissection and prosection of cadavers; however, they rarely used cross-sectional images and web-based resources. Both groups of medical students used region and system in learning anatomy. However, there existed some striking differences, particularly in having difficulty in studying anatomy using cadaveric specimens, using books alone, and learning it in small groups. Male students were less interested in learning with cadavers than female counterparts. However, female students were more interested in learning anatomy in small groups. This study suggests that instructors should design gross anatomy curriculum based on limitations of using dissection of cadaver in Iranian universities, emphasis on the applied anatomy, and learning of gross anatomy in small groups.

Impact of introduction of blended learning in gross anatomy on student outcomes.

Blended learning has become increasingly common, in a variety of disciplines, to take advantage of new technology and potentially increase the efficiency and flexibility of delivery. This study aimed to describe blended delivery of a gross anatomy course and to evaluate the effectiveness of the delivery in terms of student outcomes. A gross anatomy course for second-year physiotherapy students across two campuses was delivered in traditional face-to-face teaching mode in 2013 (n = 150 students), some online content was introduced in 2014 (n = 160) and the subject was fully blended in 2015 (n = 151). The final 'blend' consisted of one lecture per week with most content delivered using online video resources (prepared by staff using a structured peer-reviewed process) and retention of face-to-face practical classes. Outcomes evaluated included student grades, student engagement with content through online discussion forums and student feedback using both quantitative and qualitative analysis. Grades were higher in 2014 and 2015 than in 2013 (P < 0.01). There were no differences in student engagement with online discussion forums. Student feedback identified some negative comments and lower levels of intellectual stimulation (P < 0.05) with the initial introduction of online content in 2014. The fully blended version in 2015 resulted in more balanced comments about online content but higher perceived workload (P < 0.05). All cohorts listed practical classes as a major factor contributing to learning. Blended learning appears to be well-suited to gross anatomy teaching on the proviso that face-to-face practical classes are maintained, but may result in higher perceived workloads. Anat Sci Educ 9: 422-430. © 2016 American Association of Anatomists.

Self-directed learning modules of CT scan images to improve students' perception of gross anatomy.

A contemporary anatomy curriculum that aims to be clinically relevant requires medical students to be introduced to radiological anatomy in the preclinical years. Ideally, the curriculum should also support self-directed learning, a habit best instilled early. Based on these educational requirements, we designed an interesting and clinically-meaningful program of self-learning modules in radiological anatomy to augment students' learning of gross anatomy. The program is guided by current theories of learning, which emphasize an individualized learning pace for students. This program uses enlarged computerized tomography (CT) scan images and associated resource materials. Scans are posted on the first day of the week in a public area for students to review on their own time. On the second day penciled outlines of important structures are provided to help students identify structures, and students are encouraged to discuss the images with faculty. On the last day of the week the identity of the structures are revealed to students. An open-ended questionnaire used to evaluate the program revealed that 95.5% of students used the program and a great majority recommended the program should be continued for future students. The present program enhances learning of gross anatomical relations through having students use visual clues in logically interpreting unlabeled CT scans in an organized and sequential way. The program promotes self-directed learning. In addition to its use with preclinical students, the modules might also help students in the clinical phase of the curriculum bolster their knowledge of spatial anatomy.

Do collaborative practical tests encourage student-centered active learning of gross anatomy?

Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and then worked as a team to complete the same test again immediately afterwards. The relationship between mean individual, team, and difference (between team and individual) test scores to overall performance on the final examination (representing overall learning in the course) was examined using regression analysis. The overall mark in the course increased by 9% with a decreased failure rate. There was a strong relationship between individual score and final examination mark (P < 0.001) but no relationship for team score (P = 0.095). A longitudinal analysis showed that the test difference scores increased after Test 1 which may be indicative of social loafing and this was confirmed by a significant negative relationship between difference score on Test 4 (indicating a weaker student) and final examination mark (P < 0.001). It appeared that for this cohort, there was little peer-to-peer learning occurring during the collaborative testing and that weaker students gained the benefit from team marks without significant active learning taking place. This negative outcome may be due to insufficient encouragement of the active learning strategies that were expected to occur during the collaborative testing process. An improved understanding of the efficacy of collaborative assessment could be achieved through the inclusion of questionnaire based data to allow a better interpretation of learning outcomes. Anat Sci Educ 9: 231-237. © 2015 American Association of Anatomists.

Medical Student Grit and Performance in Gross Anatomy: What are the Relationships?

Our understanding of the non‐academic factors that drive successful knowledge acquisition and development in gross anatomy is limited. The purpose of this study was to investigate the links between a novel character trait, grit, defined as the passion and perseverance for long‐term goals, and student performance in medical gross anatomy. Grit entails working vigorously, maintaining effort despite failure, and has been shown to be a superior predictor of success beyond that explained by IQ. In 2014, a survey including the validated Short Grit Scale was sent to all medical students at Indiana University School of Medicine; the response rate was 39% (n = 385/999). Higher grit scores correlated with higher performance in gross anatomy as indicated by course grade and overall % (r = .34, p &lt;.0001); with a significant difference between high and low grit students (X2 = 33.01, p &lt;.0001). Specifically, students with above‐median grit scores were more likely to earn either a high pass or honors grade in the course when compared to students with below‐median grit scores (p &lt;.0001). Moreover, a moderate positive association (r = .13, p = 0.0178) was found between above‐median grit students and those that believed intelligence was a malleable rather than fixed character trait. Examining medical student grit offers a unique perspective on the important individual non‐academic factors influencing learning in gross anatomy.

Team‐based Learning in Gross Anatomy Improves Academic Performance and Perceptions of Teamwork

As healthcare becomes more interdisciplinary in patient care, it is essential for students to master group problem solving and develop an appreciation for team collaboration. Team‐based learning (TBL) is a student centered teaching method that fosters high‐level cognitive learning and collaborative group dynamics. The study objective was to determine the effect of TBL in a gross anatomy laboratory on academic performance, quality of learning in team interactions, and student perceptions of teamwork.Subjects were Doctor of Physical Therapy students at the University of Central Arkansas from 2010‐2013. The comparison group (n=102) received a traditional cadaveric gross anatomy lab. The experimental group (n=109) received a TBL hybrid approach wherein students alternated between traditional cadaveric dissections and TBL learning modules. We compared examination scores, overall course grades and survey data between groups.The experimental group scored significantly higher on 3 of 4 written exams (p=0.014, p=0.015, p=0.001) and the overall course average (p=0.048). All students had positive attitudes towards the TBL method. The experimental group significantly rated perceptions of collaborating with peers as both positive (p&lt;0.000) and necessary (p&lt;0.000) and felt problem solving in a group was effective for learning (p&lt;0.000). Also, the experimental group experienced growth throughout the course, improving their perceptions of teamwork as necessary for student success (p&lt;0.000).Our results support the implementation of TBL in the gross anatomy lab as an effective method for improving academic performance and developing positive attitudes toward interprofessional communication and teamwork.

Independent learning modules enhance student performance and understanding of anatomy

Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum.

Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI).Methods:The TBL-SAI was administered to 85 doctor of physical therapy (DPT) students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: students’ perceptions of accountability, preference for lecture or TBL, and student satisfaction.Results:The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5).Conclusion:The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

Participation in asynchronous online discussion forums does improve student learning of gross anatomy

Asynchronous online discussion forums are common in blended learning models and are popular with students. A previous report has suggested that participation in these forums may assist student learning in a gross anatomy subject but it was unclear as to whether more academically able students post more often or whether participation led to improved learning outcomes. This study used a path model to analyze the contribution of forum participation, previous academic ability, and student campus of enrolment to final marks in a multicampus gross anatomy course for physiotherapy students. The course has a substantial online learning management system (LMS) that incorporates asynchronous forums as a learning tool, particularly to answer learning objectives. Students were encouraged to post new threads and answer queries in threads started by others. The forums were moderated weekly by staff. Discussion forums were the most used feature of the LMS site with 31,920 hits. Forty-eight percent of the students posted at least once with 186 threads initiated by students and a total of 608 posts. The total number of posts made a significant direct contribution to final mark (P = 0.008) as did previous academic ability (P = 0.002). Although campus did not contribute to final mark, there was a trend for students at the campus where the course coordinator was situated to post more often than those at the other campus (P = 0.073). These results indicate that asynchronous online discussion forums can be an effective tool for improving student learning outcomes as evidenced by final marks in gross anatomy teaching.

Methods for the teaching of gross anatomy: A qualitative look at the use of cadaver dissection, prosection, plastination, and computer‐aided technology as effective methods

Human dissection as a means of studying human anatomy began 2,300 years ago. In the 20th century new teaching and learning methods of Gross Anatomy such as plastinated models and computer‐aided technology came into practice. This literature review aims to determine which methods are most effective, efficient, and beneficial for promoting student learning of Gross Anatomy. An electronic database search of MEDLINE and Cinahl was conducted. 3 reviewers extracted data and assessed methodologic quality using a standardized process and data form. Discrepancies were resolved using a normative process. Articles were identified that analyzed the use and effectiveness of cadaver dissection, prosection, plastination, and/or computer‐aided technology in the teaching of Gross Anatomy to health science students, specifically Physical Therapy students. The results of the literature review indicated that the concurrent use of multiple methods of teaching was the most efficient and beneficial way to learn Gross Anatomy; that dissections alone were not as effective and efficient as cadaver usage (including dissections or prosections) alongside plastinations and/or computer‐aided technology.

Problem-based learning in Gross Anatomy: Assessment Outcomes and Student Perceptions

This study aimed to study whether the problem-based learning (PBL) as an educational strategy can be of great help in improving the quality of gross anatomy and the attitude of students towards the learning method in China. It was performed in Basic Science of Peking University Health Science Center. The study sample included 200 students and they were assigned to 20 groups. Data collection was done by a questionnaire survey and interview to examine the students’ learning attitudes and perceptions toward this platform as a possible learning tool. Data obtained were compared and the main themes were determined. At the end of data analyses, we gave feedback and evaluation. We found out the satisfaction of students with this learning method and the students’ interest and ability improvement after this teaching method. Also, we showed the problems and largest obstacle that the students face in this learning mode and their expectant evaluation method. The study clearly pointed out that the PBL benefits a lot for the students in the study of gross anatomy despite of the existing problems. In the future, we should implement PBL combined with the characteristics of traditional anatomy teaching in China.

Use of CT Imaging to Enhance Learning of Gross Anatomy in Medical Curriculum

The increasing dependence on radiologic diagnostic modalities in clinical practice has necessitated innovative teaching methods that introduce radiology into early medical curriculum. At Mayo Medical School cadaveric CT images are integrated into the first year gross anatomy course. Using post‐preservation, non‐contrast full body CT scans of their cadavers, medical students are able to correlate radiologic images to their dissection specimen. The AquariusNET thin client software used to view the images provides students numerous options for image manipulation including standard and oblique sagittal and coronal images and three‐dimensional renderings. Students are requested to record interesting findings from the imaging studies as part of an autopsy report. They are also provided with daily radiology learning objectives that require them to visualize specific anatomic structures. At the end of the course, students were comfortable accessing the cadaver CT data, correlating gross and CT anatomy and appreciating relationships of anatomic structures. They enjoyed interactions with radiology faculty and were more prepared to evaluate radiologic examinations.Grant Funding Source: Department of Anatomy

DYAD PEDAGOGY: AN IDEAL GAME LEARNING METHOD FOR USE IN STATE‐ OF‐ THE‐ART GROSS ANATOMY LABORATORY

A new gross anatomy laboratory facility at SUNY Downstate Medical Center emerged like the phoenix from the former pre‐war laboratory. The facility opened Fall 2008 with the college of medicine class of 2012. The laboratory is equipped with 20 36inch hi‐definition monitors, mobile VCR, and tableside computers which faculty orchestrate to meet the diverse learning needs of their students. Dyad pedagogy, which arranges students in pairs, was used to optimize learning of gross anatomy in the high technology enabled laboratory. Dyads selected key dissection themes set by the instructor and were asked to create a 3 minute video‐log of their dissection. The video‐logs presented by dyads to peers and faculty though the new monitors. Each presentation demonstrated that students had a command of detailed knowledge and understanding of the anatomy, far greater than what is ascertained from paper and pencil assessments, including conventional laboratory practical examinations. The experience was rated at the highest level by faculty and students for laboratory skill, knowledge and understanding of anatomy, and dyad pedagogy effectiveness. The use of dyad pedagogy in a high‐tech laboratory environment breaks new ground in anatomical education as students learn beyond the iteration of facts ‐ learning creative problem solving, collaboration, and communication skills that reinforce and expand anatomical knowledge.

Laparoscopy as an educational and recruiting tool

Background General surgeons can supplement traditional gross anatomy instruction by using laparoscopy to provide clinical correlations. Early, positive interaction with surgeons may stimulate student interest in this field. Methods Basic laparoscopy was performed on fresh cadavers for first year medical students in gross anatomy over 2 consecutive years. Surgical residents reviewed anatomy of the abdomen, and students manipulated intra-abdominal organs using laparoscopic instruments. Students completed pre- and post-demonstration questionnaires that were compared independently. Results More than 95% of responding students agreed the demonstration enhanced their understanding of abdominal anatomy. Regardless of planned area of specialization, students felt the demonstration reinforced the clinical relevance of gross anatomy. Among students already anticipating surgical careers, 88.2% said the demonstration increased their interest in general surgery; this was significantly higher than among those intending careers in internal medicine (27.3%) or other fields (23.5%; P < .0001). Conclusions Cadaver-based laparoscopy demonstrations by general surgeons supplement didactic sessions and enhance learning in gross anatomy. Furthermore, such demonstrations may stimulate student interest in general surgery at an early point in their medical education, particularly in those already interested in a surgical career.

Effects of four supplemental instruction programs on students' learning of gross anatomy

Many researchers have reported that supplemental instruction programs improve medical students' performance in various basic sciences. This study was conducted to evaluate the summative effects of four supplemental instruction programs (i.e., second-year medical student teaching assistant program; directed study program; weekly instructor laboratory reviews; and a web-based anatomy program) on medical students' gross anatomy laboratory practical performance. First-year medical students from the graduating class of 2006 (n = 223) received the four supplemental instruction programs (Experimental Group). The Control Group consisted of first-year medical students from the graduating class of 2005 (n = 254) who did not receive the four supplemental learning methods. Mann-Whitney rank sum tests were used to compare the two groups' median percentages for the back-upper limb (B-UL) and the lower limb (LL) parts of a gross anatomy laboratory practical. The Experimental Group's median percentages for both the B-UL (77.78%) and LL (83.33%) were significantly greater than that of the Control Group (B-UL = 69.00%; LL = 81.00%; P < 0.05). Results from a post-hoc student survey showed that more students both rated and ranked the weekly instructor laboratory reviews as extremely useful and most beneficial, respectively. A greater number of students rated and ranked the web-based anatomy program as not useful and least beneficial, respectively. The results from this study suggest that the four supplemental instruction programs improved students' learning of gross anatomy as measured by laboratory practical performance. In addition, students most valued the additional time in the gross anatomy laboratory with the instructors.

Freeze‐dried specimens for gross anatomy teaching

As more and more emphasis is placed on the use of prosected specimens to support teaching and learning of gross anatomy, consideration must be given to developing new methods to preserve human cadaveric material, and in ways which will resist the wear and tear to which they are necessarily subjected. Taxidermists have developed techniques for freeze‐drying whole small animals as a method of long term preservation (Metcalf, 1981). We have explored the use of this methodology to preserve small prosected specimens for use in the teaching of gross anatomy. The technique we report here was tested initially on larynges (Fig. 1) but has since been applied with equal success to other structures, including pieces of small intestine dissected to show the arterial arcades (Fig. 2). We have used material from cadavers which were preserved using our standard embalming procedure (O'Sullivan &amp; Mitchell, 1993).