Perception Of Anatomy Research Articles

Personal genital satisfaction is associated with differences in perception of male and female sexual anatomy and function.

Prior studies primarily of men correlated low personal genital satisfaction (PGS) with decreased sexual activity; however, the association between PGS and genital anatomy perceptions is unknown, and there is a paucity of studies examining women. We assessed the relationship between genital satisfaction, survey respondent sexual activity, and perceptions of anatomy and function. A 54-item REDCap survey was distributed to any-gendered volunteers ≥18 years of age through ResearchMatch from January to March 2023. Responses were split into (1) high PGS and (2) low PGS. Analysis was performed using chi-square tests on survey responses and a Mann Whitney U test on median satisfaction level. Outcomes were genital anatomy perceptions, sexual activity, and respondents' PGS. Of the 649 respondents who started the survey, 560 (86.3%) completed it. Median PGS was 7 of 10, forming subgroups of high (≥7 of 10) satisfaction (n = 317 of 560 [56.6%]) and low (<7 of 10) satisfaction (n = 243 of 560 [43.4%]). The mean age was 45.8 ± 16.8 years, and demographics were notable for 72.1% women (n = 404 of 560), 83.2% White (n = 466 of 560), 47.9% married (n = 268 of 560), and 75.5% bachelor's degree holders (n = 423 of 560). Comparing high- and low-PGS groups, more low-PGS respondents felt normal flaccid penis length to be <2 inches (11.1% vs 5.1%; P = .008). High-PGS respondents more often responded that it is normal for women to have orgasms over half the time (20.8% vs 13.2%; P = .0002) or to identify as being sexually active (81.1% vs 71.6%; P = .008). Women were more likely than men to report larger normal testicle sizes as 60.1 to 90 mL (24.5% vs 10.3%; P < .0001), whereas more men felt that normal testicle size was 7 to 15 mL (26.3% vs 11.4%; P < .0001). Orgasm length perceptions also differed: more women felt female orgasm length was 2.6 to 5 seconds (36.6% vs 16.7%; P < .0001), and more men believed female orgasms to be longer, at 7.6 to 10 seconds (29.5% vs 17.3%; P = .002), 10.1 to 12.5 seconds (11.5% vs 5.2%; P = .0008), and >12.5 seconds (12.2% vs 5.7%; P = .009). Respondents' views on their genitalia differed by gender, with women more likely to feel that their genitals are normal compared with men (89.4% vs 75.0%; P < .0001). PGS may be a useful screening tool given its association with sexual activity. Our large-scale survey assesses public perceptions of genital anatomy and function. Limitations include a lack of gender nonbinary perceptions. Gender and PGS interact with perceptions of male anatomy and female sexual activity, and the frequency of sexual activity was higher among high-PGS respondents; however, the direction of these interactions remains unclear and requires future causal analysis.

Surgical and Bioengineering Integration in the Anatomy Course of Medicine and Surgery High Technology: Knowledge and Perception of Anatomy

The Locomotor System Anatomy (LSA) course, placed in the first semester of the first year of the new Master’s degree in Medicine and Surgery High Technology (MSHT) at the Sapienza University of Rome, was integrated with surgical and bioengineering content. This study investigated the educational value and the students’ perceptions of the effectiveness of these two types of integration, comparing surgical integration (SI) with engineering integration (EI). Anatomy knowledge and students’ opinions attending the LSA course in MSHT degree (n = 30) were compared with those of students (n = 32) attending another medical and surgery course not comprising EI. Data show that students in the MSHT course like in-depth SI much more than in-depth EI. However, those who like in-depth SI also like in-depth EI. Significant differences were in anatomy knowledge between the two groups in the three sections of the test. There was no significant correlation between the three test scores and the levels of liking, while there was a significant correlation between students liking SI and those liking EI. A statistically significant correlation was also found in students who correctly responded to questions on the head and trunk, with students responding correctly to questions on the upper limbs. This study will be important in optimizing the deepening of SI and EI in the LSA course.

Student performance and perceptions of anatomy and physiology across face-to-face, hybrid, and online teaching lab styles

Health science represents the fastest-growing industry in the United States, a trend not predicted to slow for the next decade. The high demand for health professionals has led to increased demand for anatomy and physiology (A&P) courses and a transition to hybrid-style labs to meet the necessary increased enrollment without increasing the need for lab space and compromising educational quality. The transition to hybrid-style labs has only accelerated and become more important with the COVID-19 pandemic. It has been relatively unclear, however, how the hybrid style has impacted student learning, satisfaction, and performance. Furthermore, there is a general lack of research investigating the advantages and disadvantages across hybrid, online, and face-to-face styles. This lack of research is particularly obvious within biological sciences, including A&P. Attendance, practical grades, and overall grades were compared between face-to-face, hybrid, and online A&P lab styles. A survey was administered to compare student perceptions and experiences between hybrid and online lab styles. The hybrid style had many of the same advantages as online and face-to-face styles yet very few disadvantages. Hybrid lab students reported better experiences and greater satisfaction, attended more labs, and outperformed online lab students. Face-to-face lab students, however, outperformed hybrid lab students. These findings can ultimately inform how to best implement, organize, and improve hybrid-style labs to maximize student learning, achievement, and enjoyment.NEW & NOTEWORTHY Demand for health professionals increased the demand for A&P courses and led to a transition to hybrid-style labs. There is a general lack of research investigating advantages/disadvantages across hybrid, online, and face-to-face styles. I found that the hybrid style had many of the advantages of online and face-to-face styles yet very few disadvantages. Hybrid lab students reported better experiences and greater satisfaction and outperformed online lab students. Face-to-face lab students, however, outperformed hybrid lab students.

Bile Duct Injury: Surgical Use of Endobiliary Stents for the Management in Emergency Situations

This study reviews bile duct injuries (BDI) most commonly found in our setup and a novel technique of endobiliary stent usage for management in emergency situations leading to significantly less morbidity and mortality. A total of 211 patients were analyzed out of 214 BDI. All the data regarding demographic details, time of injury, time to referral, surgeons’ perception of anatomy, anatomical variance, and the type of presentation were collected. We propose a new technique and management guideline in the current era of endoscopy and surgery together for the treatment of BDI and benign biliary stricture. We have observed that the mean age was 45.5 years. Out of 211 cases, 175 were after laparoscopic cholecystectomy. Exploration and external drainage of bile was done in initial 12 patients, out of which 3 patients had a combined endobiliary surgical internal stent and T tube. Later on, all patients (38) were internally drained with endobiliary stents. All patients of minor bile duct injury were managed with endoscopic retrograde cholangiography and papillotomy, and endobiliary plastic stenting. Overall, 76% of patients with biliary laceration and segmental injury (less than 1 cm) were managed with endoscopic stent techniques, without definitive surgery. Only 24% of the patient with minor or less than 1-cm laceration group of patients needed hepatico jejunostomy (HJ) along with all major-type bile duct injuries. We propose the use of an endobiliary plastic stents for internal drainage and repair of BDI in emergency and intraoperative situations in order to avoid long-term external drains as well as nutritional and electrolytes issues following high-output biliary fistula. Furthermore, it prevents the progression of biliary stricture.

Anatomy Respect in Implant Dentistry. Assortment, Location, Clinical Importance (Review Article)

Aims: In this article; we will reviews critically important basic structures routinely encountered in implant therapy. It can be a brief anatomical reference for beginners in the field of dental implant surgeries. Highlighting the clinical importance of each anatomical structure can be beneficial for fast informations refreshing. Also it can be used as clinical anatomical guide for implantologist and professionals in advanced surgical procedures. Background: Basic anatomy understanding prior to implant therapy; it's an important first step in dental implant surgery protocol specifically with technology advances and the popularity of dental implantation as a primary choice for replacement loosed teeth. A thorough perception of anatomy provides the implant surgeon with the confidence to deal with hard or soft tissues in efforts to restore the exact aim of implantation whether function or esthetics and end with improving health and quality of life. Collection and citation of more than eighty published articles discuss anatomical importance in implant dentistry and reviews the clinical importance of each landmarks can affect the dental implant procedures in different situations. Conclusion: Though knowledge and understanding of the anatomical basics before surgery can reduces unsolicited complications and reducing the success criteria subsequently affect patients satisfactions. However, certain anatomic sites may be challenging concerning treatment plan as maxillary sinus area of inferior alveolar nerve area.

Analysis of Undergraduate Retention Outcomes: What do Students Actually Remember?

As a basic science, anatomy has commonly drawn criticism as a subject material that can be notoriously difficult for undergraduates to learn. Some common reasons for this scrutiny could be due to students’ perception of anatomy as a course that relies heavily on abstract, rote memorization [1]. Learning through abstract memorization with high intrinsic cognitive load often produces poor retention, compared to more elaborative and meaningful encoding [2]. In this study, student’s long‐term retention of practical material from a standard 4‐credit undergraduate human anatomy course was reassessed 5‐month past end of term. This data was compared to their continuous practical assessment throughout the semester. Students who had successfully completed this course in the past semester were invited to take part in this study. Informed consent was obtained and participating students attended a single, one hour post‐assessment during their regularly scheduled lab time. This post‐assessment evaluated their retention of lab course material using free recall type questions. Anonymized data were collected and analyzed using Excel. This study was approved by the Institutional Review Board at University of Minnesota.Out of the 156 enrolled students, 94 eligible students participated, yielding a 60% response rate. When comparing post‐assessment results to the practical lab exams, a significant linear moderate positive relationship between the two of them was observed (correlation coefficient=.5971, p&lt;.00001). This suggests that practical lab exams are moderately accurate at predicting students’ performance on the post‐assessment. There is no correlation between student performance and memory retention, as indicated by the linear relationship between the data sets. When comparing written to practical exams, written exam scores stayed relatively constant while students’ practical exam scores were found to have steadily and significantly increased across the semester (p&lt;.00001). This suggests that there was significant development of spatial reasoning skills from the lab material itself. More data, using the same metric, will be collected in the coming years from future cohorts to validate the findings of this study.Support or Funding InformationNone

Perception of anatomy as a career choice among students of human anatomy in Delta State University, Abraka, Nigeria

BACKGROUND: Anatomy is the branch of medical science that deals with the study of the structure of organisms and their parts. It has encroached into so many disciplines and thus its relevance to career choice. This research work is aimed at assessing the perceptions of anatomy as a career choice among students studying human anatomy in Delta State University, Abraka, Nigeria. MATERIALS AND METHODS: Simple random sampling technique was used to select 384 participants (168 males and 216 females) from the 2nd to the 4th year studying human anatomy and cell biology in Delta State University, Abraka, aged 16–32 years. A self-administered questionnaire was used to obtain data for the study, and the data were analyzed using the Statistical Package for the Social Sciences (version 23). RESULTS: This study revealed that students with the perception of choosing anatomy as a career after graduation are significantly low compared to those who have no interest in anatomy as a career choice with the percentages of 39% and 61%, respectively. CONCLUSION: From the study conducted, human anatomy as a career choice has relatively low perception among students because anatomy was not their preferred course of study; rather, the course was offered to them on demerit on their first preferred course of study.

Interplays of psychometric abilities on learning gross anatomy

This article was migrated. The article was not marked as recommended. In recent years, there has been international debate concerning how students learn anatomy. The rapid increase in scientific knowledge has put pressure on the place of anatomy within the medical and allied health professional curricula, as well as the design and structure of anatomy courses. In this regard, relatively little is known about what medical and allied health professions students want from an anatomy course or how they learn it. To assess students' learning approaches and perceptions of anatomy, a series of psychometric tests were administered to Medical (n=82), Podiatry (n=21), and Pharmacy (n=74) students in the United Kingdom. Analysis of the Anatomy Learning Experience (ALE) questionnaire revealed a predominantly positive attitude towards anatomy and the dissection room, with most valuing cadaveric dissection and not regarding it as a daunting environment. Further to this, analysis of the Approaches to Studying Inventory for Students (ASSIST) revealed predominant preferences for strategic and deep approaches. Personality traits were associated with certain learning approaches; neuroticism with surface (p=0.038), conscientiousness with both a deep and strategic approach (p=0.000 and p=0.060 respectively). Certain personality traits were also found to be associated with anatomy experience e.g. neuroticism and achievement striving felt the most effective way to learn was to get their hands in and feel for structures (p=0.044 and p=0.012 respectively). This study concludes that undergraduate students of medicine, podiatry and pharmacy learn anatomy in slightly different ways. Preparation for classroom activities should centre on the promotion of an optimum learning environment and teaching strategies which promote a deep approach to learning. Understanding students' personality and learning experiences should help teachers improve the students' learning of anatomy for effective application to clinical practice.

Important Yet Unnecessary: Nursing Students' Perceptions of Anatomy and Physiology Laboratory Sessions

Anatomy and physiology is one of the major bioscience concepts integrated within the undergraduate nursing curriculum. The current research surveyed nursing students' perception of the laboratory sessions for their anatomy and physiology course. The results revealed positive student perception toward laboratory sessions particularly on how the sessions' format and delivery complement student learning of anatomy and physiology. However, nursing students find laboratory sessions unnecessary to pass the anatomy and physiology course.

Keeping Traditions? Perceptions Of Anatomy's Relevance To Clinical Training And Practice Across Successive Cohorts Of Graduating MD Students In A New Medical Program

Sixty‐eight medical students comprising three successive graduating classes completed a questionnaire as part of continuing quality improvement to the anatomy program at the University of British Columbia (UBC) Southern Medical Program. Specifically, they were asked to declare an opinion as to whether the cadaver‐based anatomy education they had received during the first two years of studies, prepared them for further clinical training or was relevant to their clinical practice and/or to specific clinical specialties they encountered during clerkship. Respondents also indicated how confident they were that their current knowledge of anatomy was of the quality required of a medical graduate in Canada, as well as whether factors such as method of instruction or location of their campus (hence access to a diversity of resources) affected this perceived confidence. Majority of students felt that their anatomy education sufficiently prepared them for clinical clerkship. Most respondents also rated their knowledge of anatomy of a quality requisite of a Canadian medical graduate. Even though anatomy received near unanimous approval of respondents as being relevant to their clinical training and practice, individual comments as well as consistently low rankings for the utility of cadaveric dissection, give room for pause as to whether current modes of anatomy teaching at UBC and similar institutions, sufficiently capture the need for clinically‐relevant and effective anatomy education in a millennial generation.Support or Funding InformationUniversity of British Columbia, Faculty of Medicine, Southern Medical Program

From cadavers to clinical practice: the anatomy of lifelong learning.

Much has been postulated about the perceived deterioration of anatomy knowledge amongst graduates. Little is known about levels of confidence in, and educational needs concerning, clinical anatomy knowledge amongst foundation year doctors. To establish foundation year doctors' perceptions of anatomy related to: importance to career, confidence in anatomy knowledge and its application, preferred methods of teaching. Secondarily, to determine impact of an integrated clinical approach to anatomy teaching on foundation year doctors' level of knowledge and confidence in its clinical application of anatomy. A course teaching anatomy through common surgeries and related radiology was delivered to foundation year doctors. A pre- and post-course assessment based on anatomy competence score assessed holistic knowledge acquisition. Foundation year doctors' perceptions of anatomy and course satisfaction were measured through questionnaire. Confidence in applying anatomy knowledge was low. The average pre- and post-course assessment score increased from 55% to 81%; 92.86% felt an integrated clinical approach to anatomy teaching improved their confidence on the subject and 58.62% felt it improved their clinical skills. This study identified a need for ongoing educational support for foundation year doctors regarding anatomy teaching. An integrated clinical approach to teaching anatomy proved both highly relevant and popular, as well as an effective teaching approach.

Effects of Dissection Experience on Student Application to Allied Health Programs

This pilot study set out to investigate influential factors for students during their application to an entry‐level allied health training program. Specific factors of interest were prior exposure to dissection materials. Research shows that allied health students perceive the dissection process as valuable, however student evaluation of the required anatomical coursework during the application process has never been examined. A total of 160 questionnaires were received, and 113 valid responses gave an overall response rate of 71%. One hundred percent (N=113) of the respondents had just completed the application and enrollment process or were a few semesters removed ‐ 31.9% from the recently accepted entering cohort (RAE), and 68.1% from the first year cohort (Y1). The majority of the respondents (n=101, 89.4%) had at least one prior dissection experience, most (n=57, 50.4%) having just one. Most respondents had previous experience with fetal pig dissections (n=64, 56.6%), and only 4.9% (n=5) had prior exposure to a cadaver. When looking at respondent's prior experience dissecting fetal pigs and the influence of a required human gross anatomy course there was a significant association (Χ2 (1) = 7.24, p&lt;0.01). Further analysis revealed that this association was particularly significant (p&lt;0.001) in the Y1 group. For respondents that indicated human gross anatomy was influential to their decision to apply 68.4% also indicated the presence and required participation in cadaver lab was influential. Results indicate that prior dissection experience, specifically fetal pig dissection, produces a positive perception of the human anatomy required in a graduate curriculum. This could indicate that certain prerequisite coursework benefits the overall perception of anatomy in graduate training.

Students’ perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study

BackgroundTo get insight in how theoretical knowledge is transformed into clinical skills, important information may arise from mapping the development of anatomical knowledge during the undergraduate medical curriculum. If we want to gain a better understanding of teaching and learning in anatomy, it may be pertinent to move beyond the question of how and consider also the what, why and when of anatomy education.MethodsA purposive sample of 78 medical students from the 2nd, 3rd, 4th and 6th year of a PBL curriculum participated in 4 focus groups. Each group came together twice, and all meetings were recorded and transcribed verbatim. Data were analysed with template analysis using a phenomenographical approach.ResultsFive major topics emerged and are described covering the students’ perceptions on their anatomy education and anatomical knowledge: 1) motivation to study anatomy, 2) the relevance of anatomical knowledge, 3) assessment of anatomical knowledge, 4) students’ (in)security about their anatomical knowledge and 5) the use of anatomical knowledge in clinical practice.ConclusionsResults indicated that a PBL approach in itself was not enough to ensure adequate learning of anatomy, and support the hypothesis that educational principles like time-on-task and repetition, have a stronger impact on students’ perceived and actual anatomical knowledge than the educational approach underpinning a curriculum. For example, students state that repetitive studying of the subject increases retention of knowledge to a greater extent than stricter assessment, and teaching in context enhances motivation and transfer. Innovations in teaching and assessment, like spiral curriculum, teaching in context, teaching for transfer and assessment for learning (rewarding understanding and higher order cognitive skills), are required to improve anatomy education.

A Student’s Prospective of Anatomy Lectures on Different Visual Aids.

Background: To enhance the successful communication of medical teaching using different audiovisual aids Objectives: To determine First year MBBS student’s perception of anatomy using different audiovisual aids like Blackboard[BB], Overhead Projector Transparencies[OHPT] and Liquid Crystal Display[LCD], and generate recommendations for their optimal use. Method: A Questionnaire based study was carried among the 100first year students in Anatomy of MVJ Medical College, Bangalore after exposing them to different audiovisual aids like BB, OHPT, and LCD. A few lectures were absolutely on blackboard, and some were on OHPT and on LCD. Few classes were taken with mixed audiovisual aids. Students were exposed for such audiovisual aids for one year and then they were requested to complete a questionnaire. The Data collected was statistically analyzed by on simple Chi Square test Results:96 students completed the questionnaire. The results of the subjective assessment of the lectures showed that students preferred LCD or Power point media most, 55.2% of the students preferred LCD as the best mode for Anatomy Lectures and 67.7% of the students thought LCD was the most interesting & interactive mode for the anatomy lectures 95% of the students said yes to integrated modes of audio visual aids, out of which 61 % preferred BBT & LCD as the best of combinations of audio visual mode

Perceptions of anatomy: Critical components in the clinical setting

The evolution in undergraduate medical school curricula has significantly impacted anatomy education. This study investigated the perceived role of clinical anatomy and evaluated perceptions of medical students' ability to apply anatomical knowledge in the clinic. The aim of this study was to develop a framework to enhance anatomical educational initiatives. Unlike previous work, multiple stakeholders (clinicians, medical students, and academic anatomists) in anatomy education were evaluated. Participants completed an eleven-point Likert scale survey written by the investigators. Responses from both clinical educators and medical students at Penn State Milton S. Hershey Medical Center and College of Medicine suggest that medical students are perceived as ill-prepared to transfer anatomy to the clinic. Although some areas of patient management differ in relevancy to anatomical education, there are areas of clinical care which were uniformly ranked as relying heavily on anatomical knowledge (imaging and diagnostic studies, physical examination, and arrival at correct diagnosis) by a variety of clinical specialists. Our results suggest a need for advanced anatomy courses to be taught coincidental with medical students' clinical education. Development of these courses would optimally rely on input from both clinicians and academic anatomists, as both cohorts rated clinical anatomy similarly (P ≥ 0.05). Additionally, we hypothesize that preclinical students' application of anatomy would be enhanced if clinical context was derived from areas of clinical care which rely heavily on anatomy, whereas courses designed for advanced medical students will benefit from anatomical context focused on specialty specific aspects of clinical care identified in this study.

The prospect of anatomy as a career choice among clinical year medical students in Nigeria

Medical doctors are potential important source of anatomy teachers. The aim of this study was to determine the choice of anatomy as a career option among medical students in a Nigerian medical school Descriptive survey of second- and third-year medical students using a self-administered questionnaire to asses age, sex, perception of anatomy as a subject, anatomy training experience and choice of anatomy as a career among respondents. Analysis was conducted using the SPSS and statistical significance inferred at P RESULTS: Three hundred and fifty three (85.3% response rate) who completely filled questionnaire were returned and analyzed of which 195 (55.2%) were males and 158(44.8%) were females. Their ages ranged between 18 and 37 years with a mean of 22.4 9.9 years. Although most students agreed that anatomy was an important subject in medical sciences 346 (98%), they had benefited from anatomy training in their clinical classes 320 (90.7%), and the knowledge of anatomy is useful in investigating patients with certain diseases 251 (71.1%), only 22 (6.2%) would choose anatomy as a career. Male students were more likely to choose anatomy as a career (P=0.026). Textbooks were the most common 334 (94.5%), while radiological means were the least 23 (6.5%) method employed in learning anatomy. Anatomy as a subject is perceived positively by clinical medical students, but the choice as a career option is low; attempt at increasing career interest is needful.

Back to the Future with Hands-On Science: Students’ Perceptions of Learning Anatomy and Physiology

This article examines student perceptions of learning related to anatomy and physiology in a bachelor of nursing program. One strategy to teach the sciences is simulated learning, a technology that offers exciting potential. Virtual environments for laboratory learning may offer numerous benefits: teachers can convey information to a larger group of students, reducing the need for small laboratory classes; less equipment is required, thus containing ongoing costs; and students can learn in their own time and place. However, simulated learning may also diminish access to the teacher-student relationship and the opportunity for guided practice and guided linking of theory with practice. Without this hands-on experience, there is a risk that students will not engage as effectively, and thus conceptual learning and the development of critical thinking skills are diminished. However, student perceptions of these learning experiences are largely unknown. Thus, this study examined students' perceptions of anatomy and physiology laboratory experiences and the importance they placed on hands-on experience in laboratory settings.