scholarly journals 1187 Adapting Postgraduate Anatomy Education During The COVID-19 Pandemic

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
P Fletcher ◽  
E Salau ◽  
C Wray
Keyword(s):  
Student Satisfaction ◽  
Independent Study ◽  
High Yield ◽  
Postgraduate Students ◽  
Cadaveric Dissection ◽  
Virtual Anatomy ◽  
Hands On ◽  
Virtual Platform ◽  
Online Feedback ◽  
Anatomy Teaching

Abstract Aim A solid understanding of anatomy and its application is crucial to the development of safe surgeons. Cadaveric dissection has traditionally been the gold standard for learning anatomy however the disruption of anatomy teaching from the COVID-19 pandemic has led to a shift in methods for teaching both undergraduate and postgraduate students. We sought to design, deliver and evaluate a virtual MRCS anatomy revision course for doctors led by anatomy demonstrators. Method A series of six high yield revision sessions on the anatomy of the abdomen and pelvis, upper limb, lower limb, thorax and head and neck were organised on a virtual platform. The course was advertised on social media targeting groups for doctors. These sessions were taught by a senior anatomy demonstrator and previous examiner for the MRCS. This was followed by a series of interactive single best answer questions. The answers were then discussed in a subsequent session facilitated by current junior anatomy demonstrators. Feedback on student satisfaction, relevance and content of each session was collated. Results Online feedback was completed by 263 students and was universally positive. Our results highlight the relevance of the sessions for doctors preparing for both MRCS part A and B examinations. Our aim is to develop this teaching series to create an environment where postgraduate learners feel supported and can build on pre-existing knowledge. Conclusions Virtual anatomy teaching can be a sustainable method of supporting the learning process of doctors preparing for surgical examinations, complementing independent study, virtual dissection and hands on cadaveric dissection.

An Open Source Solution for “Hands-on” teaching of PET/CT to Medical Students under the COVID-19 Pandemic

2020 ◽  
Author(s):  
Martin Biermann ◽  
Salim Kanoun ◽  
Trond Davidsen ◽  
Robert Gray
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Student Survey ◽  
Technical Challenge ◽  
Course Work ◽  
Pet Ct ◽  
Hands On ◽  
Hands On Learning ◽  
Central Image ◽  
The University

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

Abstract W P364: Advanced Stroke Life Support: Making a Difference in Stroke Care

Stroke ◽  
2015 ◽  
Vol 46 (suppl_1) ◽  
Author(s):  
Amy Jones ◽  
Gladys Campbell
Keyword(s):  
Student Satisfaction ◽  
Life Support ◽  
Treatment Options ◽  
Educational Experience ◽  
Practice Session ◽  
Value Analysis ◽  
Hands On ◽  
Post Test ◽  
Stroke Education ◽  
Stroke Knowledge

Background and Purpose: A Comprehensive Stroke Center provides many opportunities for interactions with smaller facilities. Needs identified by our community facility partners was a standardized and effective neurological assessment of the stroke patient that could be performed by all staff and staff stroke education. Investigation into the Advanced Stroke Life Support (ASLS) course provided information that would serve as a blueprint to resolve both education needs. Method: Six staff members were certified as ASLS Instructors. ASLS course has been provided using didactic and hands on participation for scoring of patients with the Miami Emergency Neurologic Deficit (MEND) exam and stroke education. Participants were given a pre-test at the beginning of the educational experience, followed by a post test at the conclusion of class. Lectures included overview of five major stroke syndromes, basic MEND exam knowledge and scoring requirements, followed by review of treatment options and care provided once hospitalized. The learning opportunity was enhanced by interactive hands on session by each participant through performing the MEND exam on fellow participants and scoring of the MEND exam on scenario based test patients. Use of the interactive practice session with immediate feedback from instructors was key elements of student satisfaction and perceived learning during the educational experience. Results: Initial class evaluations and changes in pre and post test scores indicate an increase in participant stroke knowledge. 47 of 50 failed the pre-test with scores ranging from 35 to 85. Upon posttest all participants passed with scores ranging from 80 to 100. There was an increase in proficiency using the MEND exam from the initial practice session to use during the test patient scenarios. Additional survey results will be obtained using post class value analysis survey at least three months after class completion to demonstrate participants’ ability to apply knowledge to practice setting. Conclusion: Completion of ASLS course provides an increase of stroke knowledge that promotes application of information learned to care of stroke patients in practice settings.

Neuroanatomy

2013 ◽  
Author(s):  
Adam Fisch
Keyword(s):  
Learning Experience ◽  
High Yield ◽  
Brain Images ◽  
Advanced Level ◽  
Muscle Testing ◽  
Effective Manner ◽  
Hands On ◽  
Yield Learning ◽  
Unique Method ◽  
Learning Points

Neuroanatomy: Draw It to Know It, Second Edition teaches neuroanatomy in a purely kinaesthetic way. In using this resource, each neuroanatomical pathway and structure is learned by drawing, and through this process, memorable and reproducible schematics for the various learning points in neuroanatomy are created in a hands-on, enjoyable, and highly effective manner. In addition to this unique method, this resource also provides a remarkable repository of reference materials, including numerous anatomic and radiographic brain images, muscle-testing photographs, and illustrations from many other classic texts, which all enhance the learning experience. This new edition adds "Know-It" points to each chapter, providing high-yield learning methods that separate the essential from the advanced topics. It engages the reader in a direct manner while covering both the advanced level of detail needed as well as retaining the simplistic approach used in learning this challenging subject.

Designing an effective student evaluation of teaching (SET) questionnaire for cadaveric dissection

2017 ◽  
Vol 6 (1) ◽  
pp. 378
Author(s):  
Joydeep D. Chaudhuri ◽  
B. Venugopal Rao
Keyword(s):  
Student Evaluation ◽  
Three Dimensional ◽  
Gross Anatomy ◽  
Huge Amount ◽  
Student Evaluation Of Teaching ◽  
Cadaveric Dissection ◽  
Maximum Benefit ◽  
Evaluation Of Teaching ◽  
Continued Use ◽  
Anatomy Teaching

Recent changes in curriculum have seen a curtailment in the time devoted to the teaching of gross anatomy, one of the most integral components of medical education. This has resulted in the reduction, and in some cases the elimination of cadaveric dissection, most significantly due to the huge amount of resources involved in conducting a cadaveric dissection program. Nevertheless, cadaveric dissection still comprises a significant part of the time devoted to the teaching of gross anatomy. Hence it is of paramount importance that maximum benefit be derived from cadaveric dissections since it offers unique advantages, most significant being the appreciation of the three-dimensional concepts of body organization. The key part of effective anatomy teaching using cadaveric dissection is having the best instructors for this task. While student evaluation of teaching (SET) questionnaires have been used to evaluate instructor proficiency in lecture classes, there is no SET questionnaire that has been specifically designed for the assessment of instructors involved in cadaveric dissection. The aim of this article is to design a questionnaire specifically for the evaluation of the competency of instructors involved in cadaveric dissection, and reinforce the arguments for the continued use of cadaveric dissection in the teaching of anatomy. 

scholarly journals Endoscopic anatomy of the ulnar nerve: a useful adjunct to teaching anatomy

2011 ◽  
Vol 93 (3) ◽  
pp. 201-204 ◽  
Author(s):  
Paolo Matteucci ◽  
Menos Lagopoulos ◽  
Stephen Southern
Keyword(s):  
Gross Anatomy ◽  
Computer Assisted ◽  
Learning Models ◽  
Computer Assisted Learning ◽  
Endoscopic Anatomy ◽  
Surgical Trainees ◽  
Hands On ◽  
Teaching Anatomy ◽  
Anatomy Teaching

INTRODUCTION There has been a shift away from gross anatomy teaching and hands-on cadaveric dissection. This has been replaced by a variety of teaching modalities including problem-based learning, models and prosections, and computer-assisted learning. We aim to pilot a technique of endoscopic visualisation of upper limb anatomy, to produce a video that can be incorporated into anatomy teaching and to assess the video qualitatively as an adjunct to anatomy teaching. MATERIALS AND METHODS A single, previously undissected, formalin preserved cadaver was used and views were obtained of the left arm. The video was shown to 10 surgical trainees who were then asked to complete appraisal forms anonymously. RESULTS The endoscopic views were thought to be useful and helped the trainees to appreciate the in situ anatomy and potential sites of nerve compression. 70% of respondents would recommend the system to others. CONCLUSIONS We feel this represents another method to help in the understanding of a complex area of anatomy in a way that is unique to endoscopy.

Implementation of Paul Revere: Tough as Nails, an Integrated Project-Based Course on Materials Science and History of Technology

2004 ◽  
Vol 827 ◽  
Author(s):  
Jonathan Stolk ◽  
Robert Martello ◽  
Franklin W. Olin
Keyword(s):  
Student Satisfaction ◽  
Large Scale ◽  
Materials Science ◽  
History Of Technology ◽  
Technical Content ◽  
Hands On ◽  
History Of ◽  
Social Environmental ◽  
High Level ◽  
College Sophomores

AbstractOlin College sophomores participate in integrated course blocks that merge technical content with business, arts, humanities, and social science topics, allowing students to work on engineering projects that have broader implications than the purely technical. In this paper, we present Paul Revere: Tough as Nails, a multidisciplinary course block that combines an introductory materials science course with a history of technology course and a large scale project. In Paul Revere, students explore connections between historical and technological materials science developments through examinations of Paul Revere's metallurgical work and analyses of the relevant social, environmental, political, and economic aspects that contribute to ancient and modern technologies. The explicit linkages among technical, non-technical, and hands-on aspects of the course improve learning of traditional topics, help drive interdisciplinary thinking, and lead to a high level of student satisfaction and motivation throughout the semester.

scholarly journals Student Satisfaction Survey: A Key for Quality Improvement in the Higher Education Institution

2021 ◽  
Author(s):  
Anita Kanwar
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Postgraduate Students ◽  
Satisfaction Index ◽  
Innovative Method ◽  
Emerging Trends ◽  
Day By Day

Abstract In India there are many higher education institutions and with growing population the number is incrementing day by day. Before taking admission in an institution student analyse the facilities and standard of the institution from the website and by taking peer opinions. Student contentment and feedback is gaining larger importance with mushrooming higher education institutions in India. This paper illustrates a method to analyse student feedback obtained from undergraduate and postgraduate students to assess the Student Satisfaction Index. The feedback is taken on overall infrastructure facilities, academic environment, services offered by the college, additional activities for overall development, quality of experiences and outcomes. This paper gives detailed information about the methodology, calculation and outcome of the exercise utilizing Likert scale analysis. With the recent emerging trends, this innovative method offers flexibility to integrate more parameters, group certain parameters to get feedback on a particular issue and transmute the type of questions with changing environment and structure. The analysis is done using a statistical method. The sample result directly highlights the importance and flexibility of method to evaluate overall satisfaction, satisfaction cognate to a single parameter and satisfaction for questions grouped together underlining some paramount aspects of higher education.

scholarly journals Maéva Clément and Eric Sangar (Eds): Researching Emotions in International Relations

2021 ◽  
Vol 56 (2) ◽  
pp. 89-96
Author(s):  
Martin Petlach
Keyword(s):  
International Relations ◽  
Visual Analysis ◽  
World Politics ◽  
Future Research ◽  
Postgraduate Students ◽  
Innovative Methods ◽  
Hands On ◽  
Challenges And Opportunities ◽  
Social Scientific

This edited volume is the first to discuss the methodological implications of the ‘emotional turn’ in International Relations. While emotions have become of increasing interest to IR theory, methodological challenges have yet to receive proper attention. Acknowledging the pluralityof ontological positions, concepts and theories about the role of emotions in world politics, this volume presents and discusses various ways to research emotions empirically. Based on concrete research projects, the chapters demonstrate how social-scientific and humanitiesoriented methodological approaches can be successfully adapted to the study of emotions in IR. The volume covers a diverse set of both well-established and innovative methods, including discourse analysis, ethnography, narrative, and visual analysis. Through a hands-on approach, each chapter sheds light on practical challenges and opportunities, as well as lessons learnt for future research. The volume is an invaluable resource for advanced graduate and postgraduate students as well as scholars interested in developing their own empirical research on the role of emotions.

scholarly journals Anatomy Teaching and Learning in Malaysia During the COVID-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 71-81
Author(s):  
Tg Fatimah Murniwati Tg Muda ◽  
Madihah Rushaidhi ◽  
Ker Woon Choy ◽  
Jagadeesh Dhamodharan ◽  
Norzana Abdul Ghafar ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Public Institutions ◽  
Faculty Members ◽  
Online Classes ◽  
Anatomy Education ◽  
Online Delivery ◽  
Face To Face ◽  
Online Lectures ◽  
Hands On ◽  
Anatomy Teaching

The abrupt transition from face-to-face to online anatomy teaching amidst the COVID-19 pandemic has posed great challenges to anatomy lecturers in Malaysia, as they have had to adapt to new skills to prepare and deliver online classes. These online classes were delivered either synchronously via a web teleconferencing application or asynchronously through pre-recorded videos that were uploaded to the learning management system (LMS). The online delivery of anatomy practical classes has become a major concern among anatomy lecturers and students, especially in public institutions, as there is a lack of hands-on experience and social interaction. Nevertheless, some private medical schools have adapted well to both online lectures and practical classes, as they had been venturing towards online learning and virtual reality tools even before the pandemic commenced. The Malaysian Anatomical Association (MAA) webinar, “Transformation of Anatomy Education in Malaysia during COVID-19 Pandemic”, discussed the issues related to lecturers’ and students’ receptivity to online anatomy classes. This study discusses the issues related to online anatomy teaching and learning (T&L) and the actions taken by the university’s governance and anatomy faculty members to resolve the issues discussed in the academic discourse.

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