Integration of Scientific Competence into Gross Anatomy Teaching Using Poster Presentations: Feasibility and Perception among Medical Students

ObjectivesTo introduce surgical safety checklists and time outs to future physicians through early incorporation of time outs in the first year gross anatomy course.SettingThe Wayne State University School of Medicine Anatomy Lab.ParticipantsApproximately 300 first year medical students per year participated in the intervention.InterventionsAn educational presentation on medical errors focusing on surgical errors was developed. Students in 2017–2018 viewed the presentation and completed two time outs, one with the first anatomy dissection and a second with the last dissection. Preintervention and postintervention surveys were completed and results compared. Students completed a second postintervention survey after the second time out. Students in 2018–2019 were asked to complete the time outs before every dissection. Time out procedure sheets were collected to determine completion rates. The intervention was further modified for academic year 2019–2020 and time out sheets were again collected.Outcome measuresFour domains of learning were surveyed: (1) major components and goals/limitations of universal protocol, (2) medical error lexicon, (3) components of a time out, and (4) confidence in completing time out checklists.ResultsPostintervention surveys demonstrated significant improvement in each domain. Students found time outs easy to complete and developed confidence in performing time outs. Following a successful pilot, time outs were incorporated into every dissection. Students continued to perform this procedure despite absence of adverse consequences for not doing so.ConclusionStudents found the time outs easy to complete and developed the confidence and ability to perform a surgical time out early in their medical education. The new skills, knowledge and attitudes that these medical students have developed will hopefully improve the care they provide to patients, thereby advancing the practice of quality improvement and patient safety in the clinical setting.

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First year medical students' approaches to study and their outcomes in a gross anatomy course

Clinical Anatomy ◽

10.1002/ca.21071 ◽

2010 ◽

Vol 24 (1) ◽

pp. 120-127 ◽

Cited By ~ 49

Author(s):

Peter J. Ward

Keyword(s):

Medical Students ◽

Gross Anatomy ◽

First Year ◽

Approaches To Study ◽

Gross Anatomy Course ◽

First Year Medical Students

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Teaching cadaveric laparoscopic anatomy in medical curriculum – An essential learning option

Indian Journal of Clinical Anatomy and Physiology ◽

10.18231/j.ijcap.2021.071 ◽

2021 ◽

Vol 8 (4) ◽

pp. 333-334

Author(s):

Kaushik Bhattacharya ◽

Neela Bhattacharya ◽

Aditya Shikar Bhattacharya

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Three Dimensional ◽

Gross Anatomy ◽

Tactile Sensation ◽

Clinical Anatomy ◽

Anatomical Features ◽

Team Working ◽

Major Disadvantage ◽

Teaching Anatomy

Teaching anatomy to the medical students is shifting from learning the traditional gross anatomy with didactic lectures to learning anatomy by laparoscopic dissection on the cadavers. The open dissection hall teaching is loosing relevance to learning clinical anatomy with laparoscopic dissection live by the medical students. Laparoscopic demonstrations can generate interest in surgery in the students that would otherwise not be possible in the preclinical years. Additional advantages of laparoscopic anatomy learning are improved three-dimensional orientation, increased dexterity and development of team working skills among students. The magnified laparoscopic views and the ability to deeply explore anatomical features to demonstrate the basic anatomy better with full clarity does makes an impression on the young medical students. The major disadvantage is student may feel the lack of pleasure of tactile sensation, of touching the anatomical organs during laparoscopic demonstration.

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Radiographic interactive teaching tool for first‐year medical students taking gross anatomy

The FASEB Journal ◽

10.1096/fasebj.20.4.a19-d ◽

2006 ◽

Vol 20 (4) ◽

Author(s):

David A. Morton ◽

K. Bo Foreman ◽

R. Bren Blackham ◽

Kathryn Koehn ◽

Christine M. Eckel ◽

...

Keyword(s):

Medical Students ◽

Gross Anatomy ◽

First Year ◽

Teaching Tool ◽

Interactive Teaching ◽

First Year Medical Students

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Poster Presentations: A Presenting Opportunity in Conferences for Medical Students

International Journal of Medical Students ◽

10.5195/ijms.2014.77 ◽

2017 ◽

Vol 2 (2) ◽

pp. 38-39

Author(s):

Hulegar A. Abhishekh ◽

Neeraj Tandon ◽

Sunil Rangarajan ◽

Aisha Gharaibeh ◽

Francisco J. Bonilla-Escobar

Keyword(s):

Medical Students ◽

Poster Presentations

NA

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The future of gross anatomy teaching

Clinical Anatomy ◽

10.1002/ca.980080409 ◽

1995 ◽

Vol 8 (4) ◽

pp. 294-296 ◽

Cited By ~ 14

Author(s):

Sasha Malamed ◽

David Seiden

Keyword(s):

Gross Anatomy ◽

The Future ◽

Anatomy Teaching

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Impact of clinical research coordinators on research output in orthopedic surgery

Journal of Comparative Effectiveness Research ◽

10.2217/cer-2021-0020 ◽

2021 ◽

Author(s):

Garrett K Berger ◽

John C Neilson ◽

David M King ◽

Adam N Wooldridge

Keyword(s):

Medical Students ◽

Clinical Research ◽

Orthopedic Surgery ◽

Research Output ◽

Academic Departments ◽

Clinical Research Coordinators ◽

Poster Presentations ◽

Oral Presentations

Aim: To describe the efficacy of clinical research coordinators (CRCs) in terms of research output among faculty, residents and medical students. Materials & methods: We analyzed and reviewed departmental research output from the 3 years prior to the hire of 3 CRCs compared with the 3 years following. Results: From 2014 to 2016, the department output was a total of 27 peer-reviewed publications, 16 oral presentations and 33 poster presentations. From 2017–2019 there was a 52% increase in publications (n = 41), 131% increase in oral presentations (n = 37) and a 61% increase in poster presentations (n = 53). Conclusion: The implementation of CRCs has markedly increased tangible research output and trainee involvement. This role may serve as a valuable model for other academic departments.

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Facility Related factors Affecting Academic Performance of Medical Student in Human Anatomy in Bahir Dar University, Northwest Ethiopia

10.21203/rs.2.12478/v1 ◽

2019 ◽

Author(s):

Shibabaw Tedla Tiruneh ◽

Belta Asnak Abegaz ◽

Abebe Ayalew Bekel ◽

Yibeltal Wubale Adamu ◽

Mengistu Desalegn Kiros ◽

...

Keyword(s):

Academic Performance ◽

Medical Students ◽

Internet Access ◽

Human Anatomy ◽

Related Factors ◽

Factors Affecting ◽

Large Class Size ◽

Study Participants ◽

College Library ◽

Anatomy Teaching

Abstract Objective: The objective of this study was to identify college facility related factors affecting medical students’ academic performance in human anatomy course. Result: A total of 120 study participants were included in the study. Off which 81 (67.5%) were male while 39 (32.5%) were females. Dormitory crowdedness (AOR 3.16 (95% CI: 2.01-.83, p= 0.11), large class size (AOR = 2.36; 95%CI: 1.11- 4.64 p = 0.005), inadequate classroom facilities (AOR = 1.56; 95%CI: 1.51-4.91, p = 0.001), low internet access (AOR = 1.99; 95%CI: 1.07-3.22, p = 0.015) and inadequate anatomy teaching model (AOR = 2.63; 95%CI: 1.17 - 6.12, p =0.003) were significantly associated with low performance in human anatomy course exam. However, college library (AOR = 0.23; 95%CI: 0.1-0.48 p = 0.061) did not showed significant association with academic performance (p = 0.61). As a conclusion, dormitory crowdedness, large class size, inadequate classroom facilities, low internet access and inadequate anatomy-teaching models were independent factors, which affect performance of medical students in human anatomy course exam. However, there was no significant association between college library and performance of study participants in human anatomy course exam.

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Real-time Cadaveric Laparoscopy and Laparoscopic Video Demonstrations in Gross Anatomy: An Observation of Impact on Learning and Career Choice

The American Surgeon ◽

10.1177/000313481508100137 ◽

2015 ◽

Vol 81 (1) ◽

pp. 96-100 ◽

Cited By ~ 5

Author(s):

Ean R. Saberski ◽

Sean B. Orenstein ◽

Dale Matheson ◽

Yuri W. Novitsky

Keyword(s):

Medical Students ◽

Minimally Invasive ◽

Clinical Relevance ◽

Gross Anatomy ◽

Surgical Technology ◽

Clinical Correlates ◽

Minimally Invasive Surgical ◽

Teaching Anatomy ◽

Anatomic Dissection ◽

Clinical Correlations

Medical curricula are continually evolving and increasing clinical relevance. Gross anatomy educators have tested innovations to improve the clinical potency of anatomic dissection and found that clinical correlations are an effective method to accomplish this goal. Recently, surgical educators defined a role for laparoscopy in teaching anatomy. We aimed to expand this role by using surgical educators to create clinical correlates between gross anatomy and clinical surgery. We held supplements to traditional anatomy open dissection for medical students, including viewing prerecorded operative footage and live laparoscopic dissection performed on cadavers. The main outcome measures were assessed through pre- and postsession surveys. Greater than 75 per cent of students found the demonstrations highly valuable, and students perceived a significant increase in their understanding of abdominopelvic anatomy ( P < 0.01). Additionally, 62 per cent of students with previous interest in surgery and 10 per cent of students without previous interest in surgery reported increased interest in pursuing surgical careers. Our demonstrations advance the use of minimally invasive surgical technology to teach gross anatomy. Live laparoscopic demonstrations augment traditional anatomic instruction by reinforcing the clinical relevance of abdominopelvic anatomy. Additionally, laparoscopic demonstrations generate interest in surgery that would otherwise be absent in the preclinical years.

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