Prosected Specimens Research Articles

Consolidation Carnival: A Case-Based Approach to Reviewing Musculoskeletal Anatomy in an Undergraduate Medical Curriculum.

Recent changes in undergraduate medical curricula have resulted in time constraints that are particularly challenging, especially when students must learn large blocks of musculoskeletal anatomy content. Consequently, students have resorted to rote memorization to cope, which counteracts our established collaborative self-directed learning model. For a 6-week musculoskeletal anatomy course, two structured case-based review sessions are described, each following the completion of two five-hour lab sessions, two on the upper extremities and two on the lower extremities. These largely self-directed review sessions consisted of 6 students rotating through 7 to 8 stations every 10 minutes where clinical cases with follow-up questions were projected on large screens. The students were expected to work collaboratively to solve the cases utilizing the prosected specimens provided and discuss the accompanying answers at the end of each case. Ninety-four per cent of the students who participated in this study agreed that the case-based review sessions provided a helpful overview of musculoskeletal anatomy content. Student performance on the open-ended, case-based musculoskeletal examination questions showed no significant difference in performance on shoulder, hand, hip, thigh, and leg questions. There was, however, a statistically significant decrease in the students' scores on a forearm question in 2021 compared to 2019. This paper describes our integrated, collaborative musculoskeletal course, including case-based review sessions, which was positively received by students as having value in reviewing the musculoskeletal content though it was not found to improve examination performance.

Commentary: Is There a Lack of Insight on the Anatomy Teaching Adaptations Made by “Cadaver-Free” Medical Schools in Response to the COVID-19 Pandemic?

The COVID-19 pandemic negatively impacted anatomy education as it ceased face-to-face anatomy teaching sessions and laboratory practicals. In the past 2 years, a growing body of literature has been dedicated to the adaptations made in the teaching of anatomy predominantly by medical schools who employ cadaveric dissection and prosection-based practicals to teach anatomy. Despite this, there is dearth of evidence in terms of the challenges that medical schools who do not use cadaveric dissection or prosected specimens to teach anatomy faced as well as the adaptations they made in response to the pandemic.

Tutorials in anatomy education of medical students during the COVID-19 pandemic - An evaluation of its effectiveness.

Anatomy has traditionally been taught through prosected specimens and the use of models and other techniques. During the COVID-19 period, this was replaced by tutorials, where students came to college to continue taking practical sessions. The study comprised four components. The first component consisted of demographic data. The second component consisted of questions concerning students' satisfaction with the tutorials. The third component included questions for Year 2 medical students only because they had tried both the new and old systems. The fourth component included the results for the Year 2 medical students. The study included 102 medical students. The number of tutorials each week and the duration of each tutorial were considered successful, since 47 (46.1%) and 44 (43.1%) students approved, respectively. The students were comfortable with understanding the information from PowerPoint presentations; 41 (40.2%) agreed with this statement. Moreover, 44 students (43.1%) agreed about the ability to recall material after the tutorial and the interaction it allowed them with the doctors. Overall, all the questions proved that the tutorials were of great value to the students during the COVID-19 period. Although COVID-19 limited anatomy teaching, tutorials were seen as a light at the end of the tunnel pending the end of the COVID-19 period.

Using videos in active learning: An experience in veterinary anatomy.

Examination failure rate is high in veterinary anatomy in Brazilian universities. We report here our active learning experience in which students recorded video reports on veterinary anatomical specimens of locomotor apparatus to support classic learning. Eighteen students were divided into 2 groups, case group (V3) and control (E). Case group students individually recorded video reports of prosected specimens weekly. Acceptance and efficacy of the strategy were assessed with a Likert scale anonymous questionnaire and students' scores in theoretical exams. The method was highly accepted and the performance test proved that recording videos is an effective strategy for active learning in anatomy.

The Emotional Experiences of Students in Dissection‐ and Prosection‐based Cadaveric Anatomy Courses

IntroductionCadaver‐based anatomy courses provide opportunities for students to grow psychosocially and professionally. Engaging with cadaveric specimens encourages students to explore complex intersections of empathy, compassion, and professional responsibility in a way that is valuable for their development as future health professionals. As curricular time decreases, prosection‐based curricula offer a temptingly efficient alternative to curricular designs in which the students do the dissections. However, a concern is that prosection‐based curricula may not provide the same emotional resonance as dissection and therefore jettison a major benefit of the anatomy laboratory experience. The COVID‐19 pandemic provided a natural experiment in which to explore this concern. We compared the emotional impacts of dissection vs. learning solely from prosected (pre‐dissected) specimens. Our hypothesis was that students learning from prosected specimens would feel less connected to the donors and overall have a more intellectual, less emotional experience in the course.MethodsWe used a validated survey instrument to compare the emotional experiences of students in a traditional dissection‐based course in 2019 to those in a prosection‐based course in 2020, necessitated by spatial distancing requirements during the COVID‐19 pandemic. The survey included two free‐response questions and 27 Likert scale questions categorized as: Donor as a person; Donor as a patient; Interaction with cadaveric specimens; Emotional reactions during course. The groups were compared using a multivariate general linear model that controlled for multiple comparisons and grounded theory thematic analysis of the qualitative data.ResultsStudents in both years reported overall high ratings for enjoyment, appreciation, and gratitude for the experience. Students in the dissection‐based course more frequently felt empathy for and connection to the donor and the donor’s family than did students in the prosection course (Donor as a person: Wilk's Λ = 0.780, p<0.001). Students in the dissection‐based course also more frequently felt feelings of disgust, anxiety, and wanting to avoid the anatomy laboratory (Interaction with cadaveric specimens: Wilk's Λ = 0.696, p<0.001). Students in the prosection‐based course more frequently enjoyed the laboratory experience and felt fascinated by the anatomy (Emotional reactions: Wilk's Λ = 0.898, p<0.007). Qualitative analyses clarified that the negative feelings in the dissection group focused on the process of dissection and a desire for more explicit support for emotional processing.DiscussionBoth groups in this study had positive experiences in the anatomy laboratory. The students in the dissection group reported a wider range of emotions and were more actively aware of their empathy for the donors, while the prosection students reported a more homogeneous positive experience. These results suggest that dissection‐based curricula provide richer opportunities for students to practice navigating complex emotions in a professional setting. Anatomy faculty must support students’ psychosocial growth by acknowledging and facilitating their exploration of these experiences.

Sequential Model of Teaching in Anatomy Lab Aims to Improve Student Learning

IntroductionAt the California University of Science and Medicine, School of Medicine, the anatomy department has developed a sequential model of teaching in which anatomical concepts are gradually introduced and integrated with increasingly complex modalities. This teaching pedagogy aims to establish strong anatomical foundations to equip students with the critical thinking skills to identify landmarks on prosected cadaveric specimens and radiographic imaging.MethodsAnatomy labs are divided into virtual and in‐person components. These lab sessions have been developed to teach anatomical structures to students in an explicitly stepwise progression. During virtual anatomy sessions, students are initially taught to draw simple line drawings of anatomical structures. Students progress from drawing anatomical structures to studying more complex, professional illustrations of those same structures, such as those in Netter's Atlas of Human Anatomy. Following exposure to illustrations, students are introduced to three‐dimensional images of the structures using virtual anatomy software. During independent in‐person lab sessions, students apply knowledge acquired from each of these prior learning modalities to identify structures on prosected specimens. Lastly, students implement critical thinking skills to distinguish anatomical landmarks and pathological changes in radiographic images.ResultsThis systematic progression of teaching aims to allow students to engage in higher‐level thinking in which they apply newly acquired knowledge to increasingly more complex material. By doing so, the following learning outcomes of each anatomy session can be successfully achieved: Identifying anatomical structures on plastinated specimens Identifying anatomical structures in various imaging modalities, such as X‐rays, CT, and MRI Discerning pathological structures from healthy structures in various imaging modalities Prospective data collection through course evaluation forms will be analyzed to assess the sequential teaching model's efficacy.Conclusion & SignificanceUsing the sequential model of teaching in anatomy lab can effectively help medical students understand, rather than memorize, anatomy. The systematic scaffolding of anatomical concepts with increasingly complex material, progressing from line drawings to imaging interpretation, encourages critical thinking and reinforces learning. We expect these skills will prepare students for the challenges presented in their clinical years and beyond.

A randomized trial comparing cadaveric dissection and examination of prosections as applied surgical anatomy teaching pedagogies.

Anatomy is an important component in the vertical integration of basic science and clinical practice. Two common pedagogies are cadaveric dissection and examination of prosected specimens. Comparative studies mostly evaluate their immediate effectiveness. A randomized controlled trial design was employed to compare both the immediate and long-term effectiveness of dissection and prosection. Eighty third-year medical students undergoing their surgical rotation from the Yong Loo Lin School of Medicine were randomized into two groups: dissection and prosection. Each participated in a one-day hands-on course following a similar outline that demonstrated surgical anatomy in the context of its clinical relevance. A pre-course test was conducted to establish baseline knowledge. A post-course test was conducted immediately after and at a one-year interval to evaluate learner outcome and knowledge retention. A post-course survey was conducted to assess participant perception. Thirty-nine and thirty-eight participants for the dissection and prosection groups, respectively, were included for analysis. There was no significant difference between mean pre-course test scores between the dissection and prosection groups [12.6 (3.47) vs. 12.7 (3.16), P>0.05]. Both the mean immediate [27.9 (4.30) vs. 24.9 (4.25), P<0.05] and 1year [23.9 (4.15) vs. 19.9 (4.05), P<0.05] post-course test scores were significantly higher in the dissection group. However, when adjusted for course duration [dissection group took longer than prosection group (mean 411 vs. 265min)], these findings were negated. There is no conclusive evidence of either pedagogy being superior in teaching surgical anatomy. Based on learner surveys, dissection provides a greater learner experience.

Median Nerve Passing below the Ulnar Head of Pronator Teres in Cadavers of a Medical College in Western Nepal: A Descriptive Cross-sectional Study.

Median nerve passes between two heads of pronator teres muscle while passing through the elbow. Detailed knowledge of these variations in the course of Median Nerve in relation to pronator teres and its neighboring structure is required for diagnosis of pronator syndrome. The aim of the study is to find out the proportion of Median Nerve passing below the ulnar head of pronator teres in cadavers of a medical college in Western Nepal. A descriptive cross-sectional study was carried out at the Department of Anatomy in a medical college of Nepal from 20th July 2021 to 2nd September 2021 after ethical clearance from the same institution (Reference number: UCMS/IRC/079/21). Variations in the course of the median nerve while passing through pronator teres were observed, recorded and photographed. Convenience sampling method was used. Data were analyzed using Microsoft Excel 2016. Point estimate at 95% Confidence Interval was calculated along with frequency and percentage. Out of 54 prosected specimens of upper limbs, 4 (7.40%) (0.418-14.38 at 95% Confidence Interval) Median Nerve passed below the ulnar head of pronator teres muscle and in 50 (92.60%) specimens Median Nerve passed between two heads of pronator teres. Our study shows that the median nerve passed below the ulnar head of pronator teres muscle is higher as compared to other studies done in similar settings. Thus, knowledge of variations in the course of Median Nerve in elbow has immense importance in the academic and clinical arena.

Mixed-methods exploration of students' motivation in using augmented reality in neuroanatomy education with prosected specimens.

The use of augmented reality (AR) in teaching and studying neuroanatomy has been well researched. Previous research showed that AR‐based learning of neuroanatomy has both alleviated cognitive load and was attractive to young learners. However, how the attractiveness of AR effects student motivation has not been discovered. Therefore, the motivational effects of AR were investigated in this research by the use of quantitative and qualitative methods. Motivation elicited by the GreyMapp‐AR, an AR application, was investigated in medical and biomedical sciences students (n = 222; mean age: 19.7 ± 1.4 years) using the instructional measure of motivation survey (IMMS). Additional components (i.e., attention, relevance, confidence, and satisfaction) were also evaluated with motivation as measured by IMMS. Additionally, 19 students underwent audio‐recorded individual interviews which were transcribed for qualitative analysis. Males regarded the relevance of AR significantly higher than females (P < 0.024). Appreciation of the GreyMapp‐AR program was found to be significantly higher in students studying biomedical sciences as compared to students studying medicine (P < 0.011). Other components and scores did not show significant differences between student groups. Students expressed that AR was beneficial in increasing their motivation to study subcortical structures, and that AR could be helpful and motivating for preparing an anatomy examination. This study suggests that students are motivated to study neuroanatomy by the use of AR, although the components that make up their individual motivation can differ significantly between groups of students.

Improving surgical training: Establishing a surgical anatomy programme in Scotland

BackgroundIt is well recognized that a sound foundation in surgical anatomy is a cornerstone of safe surgical practice, yet many trainees struggle with the upskilling in anatomy that is required to support their day-to-day practice. In the context of the UK-wide Improving Surgical Training pilot, we set out to establish a surgical anatomy programme for core surgical trainees in the Scotland Deanery. The aim was to enable all trainees to review the surgical anatomy of the whole body to MRCS level at least once during core surgical training. Materials and Methods. Teaching was delivered in Edinburgh, with trainees commuting from all parts of the Scotland Deanery. Individual teaching days focused on the surgical anatomy of the head and neck, trunk and limbs, using a combination of lectures (principles and cases) and interactive demonstrations on prosected specimens. Faculty comprised a balance of surgical demonstrators and senior academic staff, including MRCS examiners. Results. In total, 16 individual teaching sessions were attended by over 300 trainees across the first 2 years of the programme. Evaluation form response rate was nearly 80%. The programme was highly rated by trainees in relation to the method of delivery, level of teaching and surgical focus. Conclusion. Surgical anatomy remains an integral part of surgical training. Our experience in developing a deanery-wide surgical anatomy programme highlights the crucial links between medical school, training deanery and surgical college. This collaborative approach can be extended to higher surgical training and continuing professional development, and the methods can be adapted to meet the needs of trainees in different parts of the globe.

A head above the rest: use of prosected specimens increases practical exam performance for Head and Neck anatomy

INTRODUCTION/OBJECTIVE: Kansas City University has historically used student-led dissections for anatomy education in the first year medical curriculum. In academic year (AY) 2019-20, prosected cadaver specimens were incorporated in the ‘head and neck’ component of the Neuroendocrine (NE) course. Literature addressing the use of prosected cadavers yields identical student outcomes when assessing larger structures like the extremities as compared to student-led dissections, however, a single report indicates that in areas with exceedingly small and/or complex dissections, such as the foot, using prosected specimens improves student outcomes. The aim of this study was to evaluate the impact of prosected specimens on student performance on laboratory practical exams specific to head and neck content. MATERIALS/METHODS: In AY2019-20, prosected cadavers were prepared by members of the Anatomy department prior to the start of the NE course. The number of anatomy lab sessions and structure list remained identical between the AY2018-19 and AY2019-20 cohorts. A 50-point laboratory practical exam was administered to each cohort and common assessment items (n=21) were included. Retrospective data sets were obtained for student-led dissection outcomes (SDO, n=278) from AY2018-19, and prosected specimen outcomes (PSO, n=280) from AY19-20. Common assessment items among the two cohorts were tabulated and bimodal statistics were applied including the Mann-Whitney U test, using SPSS. RESULTS: Student outcomes of mean scores on all common tags was greater in the PSO cohort (0.83 +/- 0.005) as compared to SDO performance (0.760 +/- 0.005) (P<0.000). Twelve tags performed better in the PSO cohort (average, 0.763), while nine tags performed better in the SDO cohort (average, 0.828). Of the 12 PSO tags with improved performance, ten were mapped to deeper anatomical regions, such as the infratemporal fossa and deep neck (PSO, 0.863 +/- 0.008 vs. SDO, 0.675 +/- 0.007). In contrast, eight of the nine SDO tags with improved performance map to superficial dissections areas, such as superficial face (SDO, 0.860 +/- 0.008 vs. PSO, 0.794 +/- 0.008). CONCLUSION: We completed a retrospective, region-specific analysis of assessment outcomes in head and neck laboratory practical exams. Students performed better within the PSO cohort overall, as well as on ten items specific to deep anatomical structures. This study demonstrates the impact of using prosected specimens in teaching head and neck anatomy. SIGNIFICANCE/IMPLICATION: Structures of the head and neck are very delicate and pose a perceived barrier to student success. Using prosected specimens resulted in increased exam performance overall, as well as on assessment items specific to more deeply positioned structures. In contrast, outcomes of student-dissected assessment items were increased when evaluating superficial structures. The improved performance of practical assessment items specific to prosected and deep, versus dissected and superficial, suggests that structure accessibility impacts student outcomes. This indicates that students are better able to use prosection to more successfully locate, identify, and assess deeply positioned structures.

Musculoskeletal Anatomy and Clinical Skills Combine to Deliver a Pandemic Safe Curriculum

Introduction The pandemic of 2020 presented an opportunity to evaluate options for changing the delivery of the anatomy curriculum to first year medical students. We describe the integration of small group anatomy and clinical skills sessions to accomplish this. Objective Albany Medical College switched to a completely virtual curriculum during March 2020. However, learning anatomy requires more than just lectures and small group conversations. Both clinical skills and anatomy courses require a hands-on curriculum. Although the lecture portion of these courses can be delivered virtually, the hands-on sessions contribute to the students’ ability to see and experience three-dimensional integration. Materials 1). Lectures in both Anatomy and Clinical Skills, 2). 3-D Anatomy modules using the Toltec Virtual Human Dissector platform, 3). Anatomical prosections, 4). Virtual cases, using the SECTRA Table platform, and 5). Clinical Skills sessions with ultrasound demonstrations. Methods In the fall semester of 2020, the first-year class of 145 was randomly divided into 6 groups of about 24 students. During the musculoskeletal theme, there were 8 anatomy lab sessions and 4 clinical skills sessions. On days with corresponding clinical skills sessions, a group of 24 students came to the lab for a one-hour review of the anatomy on prosected specimens and Sectra Table cases. Several structures were tagged in each cadaver and students were provided with a key. This allowed for self-assessment and a chance to apply knowledge gained from lectures and 3-D anatomy directly to real anatomy. Faculty rotated to address questions and to quiz the students on the anatomy topics. Each group spent one hour in the anatomy lab and then immediately rotated to the clinical skills session. The emphasis in the clinical skills portion was the connection between musculoskeletal anatomy and function, along with physical exam maneuvers. Each session began with a demonstration highlighting an aspect of musculoskeletal ultrasound to correlate anatomy with 2-D imaging. Faculty rotated to address questions and provide demonstrations of maneuvers when indicated. Results There were no differences in exam scores when compared to previous classes for either anatomy or physical diagnosis topics. Conclusion Student feedback revealed the correlation of anatomy followed by clinical skills helped them better understand the anatomy and connection to the physical exam without the risks of exposure to large groups of students. Significance The new curriculum demonstrates that we can still teach the material and deliver the content in an effective manner despite the limitations of the COVID pandemic. Implication: The success of this model resulted in new and preferred structure of these classes.

Digital anatomy table in teaching-learning process of the temporomandibular joint anatomy.

The use of teaching resources and digital objects has gradually been incorporated into dental schools. This study aimed to evaluate the digital anatomy table in teaching-learning process of the temporomandibular joint (TMJ) anatomy and the student's perception regarding this resource. A cross-sectional study was conducted on 41 undergraduate dental students. Knowledge assessment tests were applied at different time intervals: before and after the TMJ theoretical class, after the practical class on prosected specimens and after the use of digital anatomy table. The medians of the scores obtained in the three groups (theoretical class, practical class and digital table) were descriptively analysed and submitted to Wilcoxon, Kruskal-Wallis and Student-Newman-Keuls statistical tests. The perception survey was conducted at the end of the study. When the teaching strategies were compared amongst each other, the medians of the scores with the digital anatomy table were significantly higher than after the theoretical and practical classes. At the end of the research, there were no differences amongst the three groups (theoretical class, practical class and digital table). Regarding the perception, the majority of the students reported that the digital anatomy table helped them to understand the content of the theoretical class. It was concluded that learning with the use of the digital anatomy table did not increase the knowledge of dental students with respect to the TMJ anatomy. The students' perceptions of the digital anatomy table were positive and that it could be used as an additional resource in the teaching-learning process.

Could COVID-19 Trigger a Rebirth in Anatomy Education? A Glimpse of Anatomists' Responses to Pandemics of the Past and Present.

Pandemics are nothing unusual but indeed lead to devastating effects that play a pivotal role in reshaping human history. The COVID-19 outbreak is currently responsible for major educational crises globally as most of the world has been faced with a mandated lockdown, and forced closure of educational institutions, including medical colleges. Anatomists have therefore been challenged to unlock technology in effort to achieve best deliverables for their discipline, without the use of traditional teaching aids such as the cadaver, osteological banks, prosected specimens, models, and microscopic slides. At present, the virtual classroom is the only option for the anatomist, thereby omitting vital aspects of the hidden curriculum such as ethical-reasoning, empathy, respect, professionalism, interpersonal, and communication skills. As body donations dwindle, the era of teaching in a cadaverless environment is upon us. This marks the beginning of a paradigm shift in education and research for anatomists worldwide. Given the variable pathological-morphological presentation in COVID-19-related deaths, it is also likely that the autopsy component of anatomic pathology will be resuscitated to demystify the underlying mechanisms of the virus. Since COVID-19 may never disappear completely, we would like to recommend that international anatomical societies collectively reach out to statutory bodies to devise a standardized method of teaching anatomy, employing readily available cost-effective resources, in the face of pandemics. However, if anatomy as a discipline has survived a millennium, surely anatomists can fight the “scourges” that have plagued them as various perspectives have been bandied about to welcome in a new normal.

Cadaveric dissection- An integral part of first year MBBS anatomy teaching (students’ perspective)

Introduction: Cadaveric dissection has been the integral part of the first year anatomy teaching since long back. With advancing technologies in the medical field, many teaching aids have been provided to replace the dissection. Objective: To investigate and understand the perceptions of undergraduate medical students towards the cadaveric dissection and its psychological and emotional impacts. Material and Methods: Two sets of questionnaires were prepared. These questionnaires were circulated through 283 medical students and their responses were recorded. Observations and Results: It was observed in the study that 97.2% students were of opinion that cadaveric dissection is an integral part of first year anatomy teaching while 91.2% student believed that cadaveric dissection is preferable to other practical anatomy teaching aids. Conclusion: It concludes that cadaveric dissection is an important part of medical curriculum. Cadaveric dissection is also the best method for learning of anatomy. Though prosected specimens, plastic models, plastinated specimens etc. will be helpful in learning of anatomy, cadaveric dissection should be the basic part of anatomy learning. Keywords: Dissection, Cadaver, First year MBBS

Producing 3D printed high-fidelity retroperitoneal models from in vivo patient data: The Oxford Method.

Macroscopic anatomy has traditionally been taught using cadaveric material, lectures and a variable amount of additional resources such as online modules. Anatomical models have also been used to assist in teaching. Of these, traditional plastic models have been shown to be effective educational tools, yet have significant drawbacks such as a lack of anatomical detail and texturisation. Three-dimensional (3D) printed models stand to solve these problems and widen access to high-quality anatomical teaching. This paper outlines the use of 3D multi-planar imaging (CT and MRI) as a framework to develop an accurate model of the retroperitoneum. CT and MRI scans were used to construct a virtual 3D model of the retroperitoneum. This was printed locally as a full-size colour model for use in medical education. We give a complete account of the processes and software used. This study is amongst the first of a series in which we will document the newly formed Oxford Library of Anatomy. This series will provide the methodology for the production of models from CT and MRI scans, and the Oxford Library of Anatomy will provide a complete series of some of the most complex anatomical areas and ones which degrade quickly when a real cadaver is being used. In our own internal experience, the models are highly accurate, reproducible and durable, as compared to prosected specimens. We hope they will form an important adjunct in the teaching of the subject.

Examining the Short-, Medium-, and Long-Term Success of an Embodied Learning Activity in the Study of Hand Anatomy for Clinical Application.

A student's own body provides an often disregarded site of knowledge production and corporeal wisdom. Learning via cognitive processes anchored in physical movement and body awareness, known as embodied learning, may aid students to visualize structures and understand their functions and clinical relevance. Working from an embodied learning perspective, the current article evaluates the use of an offline physical learning tool (Anatomical Glove Learning System; AGLS) for teaching hand anatomy for clinical application in medical students. Two student samples (N1 =105; N2 =94) used the AGLS in two different ways. In the first sample, the AGLS was compared to a traditional approach using hand bones, models and prosected specimens. Secondly, the AGLS and traditional approach were combined. The evaluation consisted of three outcomes: short-term learning (post-test), medium-term applications (mock-objective structured clinical examination, MOSCE), and longer-term assessment (objective structured clinical examination, OSCE). Findings from the first sample indicated no significant differences between the AGLS and traditional laboratory groups on short- (F(1,78) = 0.036, P=0.849), medium- (F(1,50) = 0.743, P=0.393), or longer-term (F(1,82) = 0.997, P=0.321) outcomes. In the second sample using the AGLS in combination with a traditional approach was associated with significantly better short-term post-test scores (F(2,174) = 5.98, P=0.003) than using the AGLS alone, but demonstrated no effect for long-term OSCE scores. These results suggest an embodied learning experience alone does not appear to be advantageous to student learning, but when combined with other methods for studying anatomy there are learning gains.

COVID-19 and anatomy: Stimulus and initial response.

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

Is exam performance in anatomy influenced by teaching with prosected cadavers? An evidence-based study.

Little empirical evidence substantiates the need to use cadavers to teach anatomy effectively. We investigated the effect of attendance at anatomy laboratories and cadaver use on .anatomy exam performance over a 12-year period (2006-2007 to 2018-2019) before and after a curricular change (2013-2014). Anatomy exam performance data were collected from undergraduate files at Memorial University of Newfoundland, Canada, for 782 medical students over a 12-year period. Three groups emerged: (i) 6 years of the old curriculum using prosected specimens, N = 376; (ii) 3 years of the new curriculum using prosected specimens, N = 239; (iii) 3 years of the new curriculum using no prosected specimens, N = 240. For the 2018-2019 academic year, laboratory attendance was recorded, N = 80. The unplanned discontinuation of prosected specimens did not markedly impact anatomy instruction. Student performance under the new and old curricula (p = .0018) and with and without cadavers (p = .0117) is slightly, but significantly, different. Student performance is not associated with the number of missed laboratories (Spearman ρ = 0.145, p = .2). Although use of cadavers and prosected specimens continues in anatomy-wet laboratories, today's tech-savvy students want information at their fingertips 24/7. The three factors examined in this study suggest a surprisingly consistent performance on anatomy examinations despite changing conditions. Perhaps medical schools should offer as many quality resources as budgets allow, inform students of their availability and let students decide which learning methods work best for them individually, thus facilitating self-directed learning. Consistent exam performance can be achieved using a variety of teaching and learning methods.

Physician Associate Students' Experience of Anatomy Dissection

The role of physician assistant/associate (PA) has expanded from its inception in the United States over 50years ago, to European countries including Ireland. While there is an increasing body of evidence exploring the role and training of PAs in clinical settings, there is a scarcity of research exploring PA students' perspectives in relation to their experience of anatomy dissection, or how these experiences may contribute to the development of their core professional identity. Students in the first two cohorts of PA Program at the Royal College of Surgeons in Ireland program were invited to interviews which solicited them to reflect and report on their own experiences of anatomical dissection during their course. Participants' responses were analyzed using a thematic inductive approach; common themes and patterns were organized into a hierarchical structure, which generated the final framework of themes. Ten participants took part in the study; only one had previous personal experience of dissection, while two further participants had some familiarity with prosected specimens. The first theme concerned the participants' expectation of anatomical dissection, with sub-themes of preconceptions, smell, and emotions. The second theme involves discussion of coping strategies that the participants used, including talking, viewing the cadaver as their first patient, and naming (or not naming) the cadaver. The third theme includes how the participants' talked about respect and compassion in the dissection room, development of team working skills, and awareness of bereavement and organ donation. A number of recommendations were also made for the experience and orientation of future students in such a program.