Transition from Film to Electronic Media in the First-Year Medical School Gross Anatomy Lab

SUMMARY OBJECTIVE: To analyze the spontaneous knowledge of medical students about organ donation. METHODS: 518 students of a medical school in Sao Paulo city, from the first-year to internship, answered an objective questionnaire applied through electronic media to assess their spontaneous theoretical knowledge and organ donation awareness. RESULTS: Organs that can be donated after brain death, such as the cornea, kidneys, heart, liver, and lung were mentioned by the students. Regarding in-life transplantation, they answered it was possible to donate mainly the kidney (91.3%), part of the liver (81.1%), and bone marrow (79.7%). Although it was not expressive, we also noted that their knowledge gradually increased as they reached the end of the course. CONCLUSIONS: Medical students knowledge on organ donation in life and after death was a little superior to 60%. The students had limited exposure to this subject during the course (<40% of them before the internship). The authors suggest that students should be more exposed to the theme of “organ donation” in the medical curriculum.

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Developing a Sensible Paradigm for Compressed Training in Gross Anatomy in the First Year of Medical School

The FASEB Journal ◽

10.1096/fasebj.2018.32.1_supplement.lb517 ◽

2018 ◽

Vol 32 (S1) ◽

Author(s):

Sasha Zill

Keyword(s):

Medical School ◽

Gross Anatomy ◽

First Year

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You're a Med Student, so Now What?

Advances in Medical Education, Research, and Ethics - Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education ◽

10.4018/978-1-7998-1468-9.ch024 ◽

2020 ◽

pp. 460-463

Author(s):

Briana Christophers

Keyword(s):

Medical Student ◽

Medical School ◽

Action Plan ◽

Signs And Symptoms ◽

First Year ◽

Self Reflection ◽

Spare Time ◽

The Future ◽

Self Discovery ◽

Anatomy Lab

This reflection chapter is from the perspective of the first-year medical student: teetering the line between the naïveté of embarking into an ambiguous future and the wisdom developing in the midst of self discovery. From the early moments of dissecting in the anatomy lab to making decisions about which content to study further during spare time, the first year of medical school sets the stage for collecting signs and symptoms into a diagnosis and a plan. This lens extends into steps for self-reflection: outline values and current needs (akin to taking your own history); reflect on interests and skills (identifying signs); consider the roles of a physician in society (coming up with a differential for who you might become); identify opportunities for the future (crafting an action plan); seek out connections with other students, trainees, and physicians (assembling a team). In this way, students can be encouraged to take a moment to center themselves in the way they will for the patients under their care to make sense of it all.

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