From Anatomical Knowledge to Clinical Comprehension: a Peer-Oriented Learning Session to Help Medical Students Make the Leap

2017 ◽  
Vol 27 (2) ◽  
pp. 177-181 ◽  
Author(s):  
Hector Lopez ◽  
Evan Goldman ◽  
John Gaughan ◽  
Sangita Phadtare
Keyword(s):  
Medical Students ◽  
Learning Session ◽  
Anatomical Knowledge

Medical Student Introduction to ‘Patient Centred Healthcare' Through a ‘Constructivist' Learning Session in Cardiology

2013 ◽  
Vol 3 (4) ◽  
pp. 37-49
Author(s):  
Monika Pathania ◽  
Aditi Chaturvedi ◽  
Rakesh Biswas
Keyword(s):  
Medical Students ◽  
Clinical Case ◽  
Life Support ◽  
Cognitive Domain ◽  
Case Discussion ◽  
Learning Session ◽  
Cross Sectional ◽  
Medical Educators ◽  
Power Point ◽  
Self Learning

To compare constructivist and traditional power point teaching modalities in a cardiology workshop for medical undergraduates. The purpose of introducing the constructivist method was to activate the cognitive domain of the students and promote self learning. A cross sectional qualitative and quantitative study was planned on hundred, second and third professional medical students (III to IX semester) who were screened to participate. Topics discussed with the constructivist method were clinical case discussion, basic and advanced cardiac life support, electrocardiography, and community cardiology. The traditional power point method topics discussed were cardiac surgeries, paediatric cardiology and advanced diagnostic cardiology. Assessment on feedback of the students and interpretation of the interviews of medical educators, students and patients and grading of lectures from 0-10 was undertaken. Seventy two percent liked the active participation of students in the constructivist method of teaching. Seventy two percent of the participants found power point presentations as monotonous and no different from the usual didactic lectures conducted in the class room teaching. There was an up gradation of scores after the teaching sessions for clinical case discussion, ECG, BLS/ACLS and cardiac surgeries. The medical educators also found the constructivist method of teaching more practical. Constructivist method of teaching may be regarded as a new better way of teaching medical students as it considers the students as adult learners and promotes self learning.

scholarly journals Anatomical knowledge in veterinary medical students in Chile

2017 ◽  
Vol 6 (22) ◽  
pp. 70-74 ◽  
Author(s):  
Juan Claudio Gutierrez ◽  
Marcelo Gomez Jaramillo ◽  
Gabriela Sudel ◽  
Mary Renee Prater
Keyword(s):  
Medical Students ◽  
Anatomical Knowledge ◽  
Veterinary Medical Students

scholarly journals Anatomical knowledge retention in third year medical students prior to OB/GYN and surgery rotations

2013 ◽  
Vol 27 (S1) ◽  
Author(s):  
Rosalyn A Jurjus ◽  
Jill Krapf ◽  
Samantha Ahle ◽  
Kirsten Brown ◽  
Gisela Butera ◽  
...  
Keyword(s):  
Medical Students ◽  
Knowledge Retention ◽  
Anatomical Knowledge

scholarly journals Active Methodologies in Teaching Human Anatomy

2021 ◽  
Vol 9 (11) ◽  
pp. 183-195
Author(s):  
Paola De Lima ◽  
Denis Guilherme Guedert ◽  
Renata Souza e Silva ◽  
Gilberto dos Santos Cerqueira
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Health Professionals ◽  
Common Point ◽  
The Body ◽  
Human Anatomy ◽  
Flow Diagram ◽  
Medical Field ◽  
Active Teaching ◽  
Anatomical Knowledge

Human anatomy is one of the fundamental disciplines for the training of health professionals, especially in the medical field. Its didactic origin is based on the European school where the body was dissected in amphitheaters and anatomical knowledge was transmitted from the teacher to his students. With the restructuring of medical curricula, and the use of active methodologies, seeking to make the student the center of the learning process, anatomy started to be taught in another way. This study carries out an integrative review in the Scielo, Science Direct and Google Scholar databases, from 2015 to 2020, about the active methodologies used in the teaching of human anatomy for the medical course. The PICo strategy was used to form the guiding question and the results were presented through the Prisma Flow diagram. It was found that there are a number of tools and strategies that can be used aiming at the active teaching of human anatomy, however, a common point observed in most works is the approach of joint use with cadavers and anatomical parts, thus seeking to stimulate the development of the skills and competences of medical students.

scholarly journals The effect of teaching integrated course of physical examination and radiological anatomy in practical limb anatomy on medical students’ learning outcomes

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hossain Sadeqi ◽  
Ali Valiani ◽  
Maryam Avizhgan ◽  
Seyed Abbas Ebrahimi ◽  
Amirreza Manteghinejad ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Practical Knowledge ◽  
Intervention Group ◽  
Integrated Approach ◽  
Knowledge Retention ◽  
Clinical Applications ◽  
Radiological Anatomy ◽  
Anatomical Knowledge ◽  
Students Satisfaction

Abstract Background In the last few decades, the need to change the curriculum of basic medical science has been further emphasized. The purpose of this study was to evaluate the effects of teaching integrated course of physical examination and radiological anatomy in practical limb anatomy on medical students’ learning outcomes. Methods This was an experimental study. Medical students (of the 4th semester of medical education) were divided into intervention and control groups. Related topics of physical examination and radiological anatomy were added to the practical limb anatomy courses of the intervention group. Practical knowledge of anatomy, clinical applications of anatomical knowledge, students ‘satisfaction, and students’ attitude toward the anatomy course were assessed at the end of the study. Knowledge retention was assessed three months after the semester. Results The intervention group scored significantly higher mean scores in practical knowledge of anatomy test, clinical applications of anatomical knowledge test and knowledge retention test (P-value < 0.05). In evaluating students’ satisfaction with the course, the intervention group was satisfied with the course and teacher performance and had appropriate attitude (Mean˃4, Max score = 5) towards the application of anatomy in medicine. Conclusions The findings of this study showed that teaching practical anatomy with a clinical integrated approach can improve the practical knowledge of anatomy, knowledge retention, and clinical applications of anatomical knowledge. In addition, an integrated approach was associated with greater student satisfaction and it makes students have appropriate attitude towards the application of anatomy in medicine.

scholarly journals Integration of Dermatology-Focused Physical Diagnosis Rounds and Case-Based Learning within the Internal Medicine Medical Student Clerkship

2016 ◽  
Vol 3 ◽  
pp. JMECD.S40417 ◽  
Author(s):  
Brian L. Scott ◽  
Blake Barker ◽  
Reeni Abraham ◽  
Heather W. Wickless
Keyword(s):  
Internal Medicine ◽  
Differential Diagnosis ◽  
Medical Students ◽  
Response Rate ◽  
Skin Lesions ◽  
Learning Session ◽  
Physical Diagnosis ◽  
Case Based Learning ◽  
Shelf Exam ◽  
Case Based

Background Over half of dermatologic conditions are seen by nondermatologists, yet medical students receive little dermatology education. Medical students in the clinical years of training at our institution felt insecure in their physical diagnosis skills for dermatologic conditions. Objective The objective of this study was to implement dermatology-focused curricula within the Internal Medicine (IM) Core Clerkship to increase student confidence in diagnosing skin diseases. Methods Two dermatology-focused sessions were integrated into the IM Clerkship. A faculty dermatologist leads students on a dermatology-focused physical diagnosis “Skin Rounds”, where patients are seen at the bedside and students practice describing skin lesions and forming a differential diagnosis. Students also participate in a case-based active learning session. A dermatologist selects images of common skin conditions that students describe utilizing appropriate terminology and offer a differential diagnosis. The impact of these sessions was assessed through survey-based student feedback and by comparing the results from the IM Shelf Exam before and after intervention. Results A total of 74 students completed the skin rounds survey (32% response rate). About 99% ( n = 73) of students felt that skin rounds were effective and useful, and 92% ( n = 68) of students reported that they felt more confident in describing skin lesions afterward. A total of 43 students completed the case-based learning session survey (37% response rate), and 98% ( n = 42) of students strongly agreed or agreed that the session was effective and useful. Performance on the dermatologic questions of the IM Shelf Exam was analyzed. While not statistically significant at P < 0.05, students improved from an average of 77% correct responses before intervention to 79% afterward ( P = 0.60). Conclusions Our case-based and bedside teaching interventions were met with high satisfaction from medical students and increased their confidence in describing skin lesions. This intervention can serve as a model to improve dermatology education and can be adapted to utilize the IM clerkship to address curriculum inadequacies at other institutions.

scholarly journals The additional role of virtual to traditional dissection in teaching anatomy: a randomised controlled trial

2020 ◽  
Author(s):  
Rafael Boscolo-Berto ◽  
Cinzia Tortorella ◽  
Andrea Porzionato ◽  
Carla Stecco ◽  
Edgardo Enrico Edoardo Picardi ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Performance ◽  
Controlled Trial ◽  
Univariate Analysis ◽  
Added Value ◽  
Anatomical Structures ◽  
Anatomical Knowledge ◽  
Virtual Dissection ◽  
Second Year ◽  
The Impact

Abstract Introduction Anatomy has traditionally been taught via dissection and didactic lectures. The rising prevalence of informatics plays an increasingly important role in medical education. It is hypothesized that virtual dissection can express added value to the traditional one. Methods Second-year medical students were randomised to study anatomical structures by virtual dissection (intervention) or textbooks (controls), according to the CONSORT guidelines. Subsequently, they applied to the corresponding gross dissection, with a final test on their anatomical knowledge. Univariate analysis and multivariable binary logistic regression were performed. Results The rate of completed tests was 76.7%. Better overall test performance was detected for the group that applied to the virtual dissection (OR 3.75 with 95% CI 0.91–15.49; p = 0.06). A comparable performance between groups in basic anatomical knowledge (p 0.45 to 0.92) but not muscles and 2D-3D reporting of anatomical structures was found, for which the virtual dissection was of tendential benefit (p 0.08 to 0.13). Medical students who applied to the virtual dissection were over three times more likely to report a positive outcome at the post-dissection test than those who applied to textbooks of topographical anatomy. This would be of benefit with particular reference to the understanding of 2D–3D spatial relationships between anatomical structures. Conclusion The combination of virtual to traditional gross dissection resulted in a significant improvement of second-year medical students’ learning outcomes. It could be of help in maximizing the impact of practical dissection, overcoming the contraction of economic resources, and the shortage of available bodies.

Longitudinal retention of anatomical knowledge in second-year medical students

2016 ◽  
Vol 10 (3) ◽  
pp. 242-248 ◽  
Author(s):  
Denise E. Doomernik ◽  
Harry van Goor ◽  
Jan G.M. Kooloos ◽  
Richard P. ten Broek
Keyword(s):  
Medical Students ◽  
Anatomical Knowledge ◽  
Second Year

scholarly journals Evaluation of Medical students perception on Personal Drug Selection for improving prospective Medical Education: A situational Analysis from Manipal College of Medical Sciences, Pokhara, Nepal

2015 ◽  
Vol 3 (2) ◽  
pp. 89-93
Author(s):  
I Banerjee ◽  
A Saha ◽  
B Sathian ◽  
B Roy ◽  
I Banerjee
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Situational Analysis ◽  
Drug Selection ◽  
Medical Sciences ◽  
Learning Session ◽  
Chi Square ◽  
Cross Sectional ◽  
Chi Square Test

Background: Personal (P) drug selection is an important part of the pharmacology teaching and learning session. Most of the textbooks that are commonly followed by the medical schools of Nepal merely tell about the concepts of P drug selection. P drug selection lets students to think and make decisions about the drugs prescribed. The main objective of the study was to find the Medical students perspective of P- Drug selection from a medical college of Nepal.Methods: This cross sectional questionnaires based study was carried out at Manipal College of Medical Sciences, Pokhara, Nepal from July 2008- July 2013. Chi square test and Odds Ratio were used for analytical purpose. Questionnaire validation tests showed that the Alpha Cronbach was 0.72.Results: P drug selection is an important part of MBBS curriculum, which was reflected by 74.9% of the medical students. Most of the students, around 82% responded that P drug is for a disease and 85% students felt that time should be increased for the exercise. Around 90.1% students felt that P drug selection gives knowledge of the full chapter and 90.1% of the students found it difficult to find out the cost of the drugs from different brands.Conclusion: The overall views of medical students on P drug selection were positive. The teaching and learning activity of P Drug Selection needs improvement in certain areas. In this exercise a student learns the rationale drug usage for a particular disease objectively and in an unbiased manner. With proper amendments in the teaching and learning methodology of P drug selection students can think and make decisions about the prescription writing, furthermore can reduce the chances of irrational prescribing by the future doctors.  Nepal Journal of Medical Sciences Vol.3(2) 2014: 89-93

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