Understanding Of Gross Anatomy Research Articles

Ultrasound Incorporation in Gross Anatomy Labs in a Master of Medical Sciences Program: A Mixed-Methods Analysis of Student Performance and Perception.

Teaching ultrasound imaging is on the rise in undergraduate medical anatomy education. However, there is little research exploring the use of ultrasound in preparatory graduate programs. The purpose of this study is to identify the effects of ultrasound imaging inclusion in a graduate gross anatomy course. Master of Medical Sciences students were enrolled in a prosection-based anatomy course that included pinned cadaver stations and an ultrasound station. Using ultrasound, teaching assistants imaged volunteers demonstrating anatomical structures students previously learned at cadaver stations. Students answered one ultrasound image question on each practical exam and were asked to participate in a pre- and post-course survey. Student practical and lecture exam scores and final course grades from the 2022 cohort were compared to a historical control cohort from 2021 via statistical analysis, including a survey administered to the 2022 cohort. Two hundred students from the 2021 cohort and 164 students from the 2022 cohort participated in this study. Students in the 2022 cohort had significantly higher scores in 1 of the 5 practical exams (P < .05, d = .289), and 2 of the 5 written exams (P < .05, d = .207), (P < .05, d = .311). Survey data revealed increased (P < .05, d = 1.203) learning outcome achievement from pre-survey to post-survey in the intervention cohort. Students who correctly answered the ultrasound question performed significantly better on practical's 3 (P < .05) and 4 (P < .05) than those who missed the ultrasound question. These findings suggest that ultrasound imaging in a cadaver lab is beneficial to graduate students' learning and understanding of gross anatomy.

A multi-year evaluation of medical student performance on and perceptions of collaborative gross anatomy laboratory examinations.

Collaborative testing and its benefits have been reported in diverse disciplines across different types of academic institutions. However, there has been minimal research conducted on collaborative assessments in medical schools, particularly in the gross anatomy laboratory. The objectives of this study were to explore the effect of collaborative anatomy laboratory examinations on student performance and to gauge student perceptions of this assessment format. This study examined five academic years of medical students' performance on a two-stage, collaborative anatomy laboratory examination wherein each student's overall score was a weighted combination of scores from the individual and team examination. Analyses of a descriptive survey capturing students' perceptions of the assessment method were also performed. Individual examination averages increased since implementing the collaborative assessment (p < 0.001), and team examination averages were higher than individual examination averages (p < 0.001). Teams outperformed each of their team members 98% of the time. Teams had a greater than 0.90 incidence of answering a question correctly if more than one person in the group got the answer correct on the individual portion, and a 0.66 incidence of answering correctly if only one person in their group answered correctly on the individual portion. Student feedback identified the discussions and learning that took place during the team portion to be a beneficial feature of this assessment format. Students also reported that this collaborative assessment made them feel a higher level of responsibility to perform well, and that it improved their understanding of gross anatomy.

Lending a Helping Hand; Educational Value of a Hand‐Drawn Video Tutorial on Embryonic Underpinnings of Gross Anatomy

This study investigates the educational value of incorporating a hand‐drawn embryology video tutorial in an integrated gross anatomy course within a medical curriculum. Due to complex spatial and temporal dimensionalities, embryology is a difficult subject for students to learn, especially in an integrated curriculum with limited contact hours. However, thoughtfully integrated embryology concepts can support students’ understanding of gross anatomy. Short video tutorials can be an effective ancillary learning resource that can ensure content mastery, especially when paired with other pedagogical tools such as drawing.A 10‐minute video tutorial on embryology of the innervation patterns of the skeletal muscle system was created, using a screen capture of hand‐drawn visual aids (Figure 1). In an IRB exempt study (#19‐1749), the first‐year medical students enrolled in an integrated anatomy course were instructed to view the tutorial, then take a quiz on the subject prior to the embryology lecture on the topic. Two days after the lecture, during an active learning session, students completed another quiz on the topic, as well as a survey assessing the perceived usefulness of the video. Significance of the quiz results was assessed using sigma‐restricted parameterization, whereas Tukey Honest Significant Difference and Chi‐Square tests were used to analyze the survey data.The first quiz average was 84% (n=180) and the second quiz score average, completed two days later, was significantly lower at 63.3% (n=166) ( p&lt;0.0001; h2=0.22). Surprisingly, students performed significantly worse on easy (simple recall) versus more difficult (problem‐solving) questions on the second quiz ( p&lt;0.000; h2=0.14). Survey analytics revealed that 89% (n=128) of the participants reported they would like to have more hand‐drawn video tutorials in the future to supplement their learning. 42% (n=60) of the students additionally commented that the real‐time drawing helped them follow along. 86% (n=123) of survey participants stated that learning embryology helped them identify innervation patterns in adult gross anatomy.The study suggests a potential value of the ancillary, hand‐drawn video tutorial on an embryology topic to enhance gross anatomy understanding, at least in the short term. While the significant knowledge decline in the second quiz is alarming, a number of confounds should be considered in its interpretation, such as different level of difficulty in the two quizzes, the quiz taking environments and the time‐allowed, which should be better controlled in the future study.Screenshots of parts of the hand‐drawn video tutorial that was created.Figure 1Screenshots of parts of the hand‐drawn video tutorial that was created.Figure 2

Worksheets: What Are They Good for? Perspectives on Worksheet‐Based Ultrasound Curriculum in Gross Anatomy Education

Ultrasound (US) has been implemented within gross anatomy courses in many medical school curricula, though no standardized US curriculum currently exists. However, facilitator led, small group, hands‐on formats are common. At CUSOM, large medical class sizes require numerous facilitators and concurrent sessions to achieve small group, hands‐on live scanning labs suitable for novice learners. Obtaining facilitators and ensuring equivalent experiences across groups remains challenging in the smaller graduate course. The US worksheets were designed to alleviate demand on facilitators and standardize gross anatomy and clinical review in smallgroup scanning labs. The aim of this study was to evaluate student and facilitator perceptions of worksheets created for ultrasound labs integrated in two gross anatomy courses.Worksheets were created for each of six existing US labs integrated into the Spring 2018 (N=37 students) graduate gross anatomy course. Each worksheet contained step‐by‐step scanning instructions, questions reviewing gross anatomy and US terminology, and clinical correlates. In Fall 2018, these worksheets were reorganized to align with five existing US labs for Human Body Block, the medical gross anatomy course (N=184).Graduate (N=35) and medical students (N=152) were recruited to complete a COMIRB exempt‐survey about their perceptions of the US worksheets. The voluntary and anonymous paper survey contained six Likert‐type items regarding worksheet structure and effectiveness. The US facilitators are currently being recruited to complete a survey regarding their perceptions of the worksheets. This COMIRB exempt‐survey is also voluntary and anonymous, however, it is electronic and contains ten Likert items to evaluate facilitator perceptions, plus three forced response items for demographic data.Descriptive statistical analysis of US student survey results showed the majority of graduate (91–100%) and medical (65–92%) students agreed or strongly agreed with four statements regarding the appropriateness of the worksheet structure. Similarly, graduate (91% &amp; 97%) and medical (84% &amp; 85%) students agreed or strongly agreed with both statements regarding worksheet effectiveness for improving understanding of gross anatomy and anatomical relationships. Wilcoxon Rank Sum analysis showed no significant difference between responses from the two student populations (p&gt;0.05). US facilitator data collection is underway.The survey results demonstrated positive student perceptions of the US worksheets. These worksheets, a relatively simple educational innovation, have larger implications as nationwide medical education reform calls for more active learning sessions, which presents challenges for large classes. The results of this study offer important lessons for design and development of US curricula and resources integrated within gross anatomy coursework, and the implementation of large‐scale active learning modalities within the context of gross anatomy education.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

The impacts of three-dimensional anatomical atlas on learning anatomy.

Gross anatomy has traditionally been the foundation of medical education. Medical students have learned the structure of the human body through dissection, lecture, and textbooks. As tablets and three-dimensional (3D) applications are developed, 3D atlas applications are utilized in learning anatomy by medical students. The purpose of this research is to investigate the impacts of 3D atlas applications on students' understanding of gross anatomy. This research was targeted at medical students taking the Anatomy and Embryology class in 2017 and 2018, at Ewha Womans University. The correlation between use of 3D atlas and student's results on the Anatomy and Embryology test was analyzed. An open-book anatomy quiz was also carried out to analyze the correlation between the type of atlas each student refers to and the results of the quiz. Independent t test between groups did not show statistically significant difference in the results of the Anatomy and Embryology test. However, the group referring to 3D atlas showed significantly higher results on the simple questions of the open-book anatomy quiz (P<0.05). In conclusion, 3D atlas is not very helpful in acquiring deep anatomical knowledge or memorizing the location of anatomical structures, but it can simply aid in the rapid identification of anatomical structures. Additionally, the 3D atlas will show good synergy with the two-dimensional atlas if used properly in anatomy education, because most students think it is useful to use the 3D atlas.

One Does Not Simply Integrate: Assessing Integrated vs. “Silo‐ed” Anatomical Sciences Presentation in Online Learning Module

Anatomical sciences are fundamental to medical competency; however, classroom contact hours have reduced to minimum due to nation‐wide, integration‐driven curricular reform, which in turn correlates with a substantial increase in adjunct online learning resources. Such resources vary greatly in content, format, and accuracy, for there are few evidence‐based guidelines for developing an effective resource that yields measurable learning. Thus, an IRB‐exempt study was designed with the objective of assessing the educational value of two types of online module presentations: silo‐ed vs. integrated presentation of the peritoneum.The two versions of online learning modules were produced with identical embryology, histology, and gross anatomy content and interactive features. The control module presented peritoneal anatomy, embryology and histology sequentially, and the experimental module integrated all three subjects for each peritoneal organ. First‐year students from graduate and professional health programs without prior content exposure were recruited and randomly assigned to access either control or experimental modules. Participants completed two different quizzes on peritoneum before and after module interaction then completed a survey.A total of 133 participants completed the study. Quantitative analysis of pre vs. post quiz scores revealed a significant increase in post quiz performance in both control (n=64) and experimental (n=69) groups (both p&lt;0.05 ). However, the amount of post quiz increase between control and experimental groups was not statistically significant (p=0.862), suggesting that integrated presentation in a digital resource may have minimal effect on learning outcomes. Survey analyses, however, revealed more experimental group participants reported enhanced understanding of gross anatomy (70%) and embryology (62%) of the peritoneum after module use, compared to the control group (63% gross, 52% embryo). There was little difference between control (59%) and experimental (57%) participants reporting that the module helped them understand histology. This may suggest students' slight preference for the integrated presentation of some anatomy subjects, although it may have little impact on learning outcomes. Thematic analyses of survey comments revealed that all participants highly value in‐module interactive features. Comments regarding interactive feature improvements were notable from the experimental group and comments regarding the contents were more notable from the control group.This study highlights the educational value of online learning resources for anatomical sciences which regardless of integration can yield measurable learning outcomes. Students' perceptions and preference for varied subject integration, however, may have implications for varied resource usage, learning motivation as well as evaluation of the resource and the instructor.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Body painting to promote self-active learning of hand anatomy for preclinical medical students

BackgroundThe purpose of this study was to use the body painting method to teach hand anatomy to a group of preclinical medical students.MethodsStudents reviewed hand anatomy using the traditional method and body painting exercise. Feedback and retention of the anatomy-related information were examined by a questionnaire and multiple-choice questions, respectively, immediately and 1 month after the painting exercise.ResultsStudents agreed that the exercise was advantageous and helped facilitate self-active learning after in-class anatomy lessons. While there was no significant difference in knowledge retention between the control and experimental groups, the students appreciated the exercise in which they applied body paint to the human body to learn anatomy.ConclusionThe body painting was an efficient tool for aiding the interactive learning of medical students and increasing the understanding of gross anatomy.

Anatomy education in a changing medical curriculum in India: Medical student feedback on duration and emphasis of gross anatomy teaching

Authors report here a survey of medical student feedback on the effectiveness of two different anatomy curricula at Christian Medical College, Vellore, India. Undergraduate medical students seeking the Bachelor in Medicine and Bachelor in Surgery (M.B.B.S.) degrees were divided into two groups by the duration of their respective anatomy curriculum. Group 1 students had completed a longer, 18-month curriculum whereas Group 2 counterparts followed a shorter, 12-month curriculum. Students' responses to a questionnaire were studied. Analysis of feedback from Groups 1 and 2 contrasted the effectiveness of the two anatomy curricula. The coverage of gross anatomy was rated adequate or more than adequate by 98% of Group 1 and 91% of Group 2. A desire for greater emphasis on gross anatomy teaching was expressed by 24% of Group 1 and 50% of Group 2 (P = 0.000). Two-thirds of all students felt that the one-year program was not adequate, and 90% of Group 1 and 74% of Group 2 felt that clinically oriented anatomy teaching required more emphasis. Dissection was helpful or very helpful for 94% of Group 1 and 88% of Group 2. This study suggests that a better understanding of gross anatomy was gained from a course of longer duration (18 months with 915 contact hr vs. 12 months with 671 contact hr). Students who completed the longer anatomy course had greater appreciation of the need for clinically oriented anatomy teaching and dissection.

STUDIES IN FLORAL ANATOMY. IV. VASCULAR ANATOMY OF THE FLOWER OF CERTAIN SPECIES OF THE PASSIFLORACEAE

STUDIES IN FLORAL ANATOMY. IV. VASCULAR ANATOMY OF THE FLOWER OF CERTAIN SPECIES OF THE PASSIFLORACEAE