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

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.

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Anatomical knowledge retention in third-year medical students prior to obstetrics and gynecology and surgery rotations

Anatomical Sciences Education ◽

10.1002/ase.1441 ◽

2014 ◽

Vol 7 (6) ◽

pp. 461-468 ◽

Cited By ~ 17

Author(s):

Rosalyn A. Jurjus ◽

Juliet Lee ◽

Samantha Ahle ◽

Kirsten M. Brown ◽

Gisela Butera ◽

...

Keyword(s):

Medical Students ◽

Knowledge Retention ◽

Obstetrics And Gynecology ◽

Anatomical Knowledge

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Pilot Project: Does formal bedside training of medical students with a FAST exam increase their knowledge and comfort level with ultrasound use in a community family medicine practice setting?

POCUS Journal ◽

10.24908/pocus.v2i2.13279 ◽

2017 ◽

Vol 2 (2) ◽

pp. 15-17

Author(s):

Rimi Sambi, MD ◽

Heather Sawula, MD ◽

Brent Wolfrom, MD ◽

Joseph Newbigging, MD

Keyword(s):

Medical Students ◽

Family Medicine ◽

Point Of Care ◽

Training Session ◽

Undergraduate Curriculum ◽

Knowledge Retention ◽

Comfort Level ◽

Point Of Care Ultrasound ◽

Medical Undergraduate ◽

Fast Exam

As point of care ultrasound (PoCUS) becomes increasingly popular and a standard of care in many clinical settings, the interest for integration in medical undergraduate curriculum is also growing [1]. This project aims to assess whether formal bedside Focused Abdominal Scan for Trauma (FAST) exam training of medical students increases their knowledge and comfort with the use of bedside ultrasound in a family medicine setting at Queen’s University. Third year medical students (n=18) were recruited to participate in a training session involving a 1-hour online video and 2-hour hands-on session. Knowledge based surveys were completed before and after the training. A survey was completed 4 months after the teaching session evaluating knowledge retention, comfort, and application of skills. Student knowledge of PoCUS and FAST increased and was maintained (pre-training 56%±20%, post-training 82%±10%, p<0.001). Self-evaluation of comfort performing a FAST examination (5-point Likert scale) similarly increased post-training session (pre-training 1.4±0.8, post-training 3.8±0.9, p<0.005), but decreased 4 months later (3±1.2, p<0.005). Students in this study were unanimously interested in ultrasound training and the methods used effectively increased theoretical knowledge and comfort with use. Students did not retain their comfort levels with FAST exam 4 months after the training session, nor did they have the opportunity to utilize the skills learned. Further evidence is required to identify the applicability of these results to undergraduate curriculum development.

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Anatomical Knowledge Retention in Third‐Year Nursing Students

The FASEB Journal ◽

10.1096/fasebj.2021.35.s1.02686 ◽

2021 ◽

Vol 35 (S1) ◽

Author(s):

Yuwaraj Narnaware ◽

Melanie Neumeier

Keyword(s):

Nursing Students ◽

Knowledge Retention ◽

Anatomical Knowledge

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P.086 A randomized trial of a simple intervention to improve neurosurgery rotation experience for senior medical students

Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques ◽

10.1017/cjn.2018.188 ◽

2018 ◽

Vol 45 (s2) ◽

pp. S39-S39

Author(s):

CS Ahuja ◽

NM Alotaibi ◽

S Wang ◽

B Davidson ◽

T Mainprize ◽

...

Keyword(s):

Medical Students ◽

Randomized Trial ◽

Educational Experiences ◽

Medical Schools ◽

Knowledge Retention ◽

Learning Curves ◽

Free Access ◽

Stress Levels ◽

To Receive ◽

Specific Orientation

Background: High volumes, ill patients, and steep learning curves can make neurosurgical rotations challenging for medical students. Furthermore, existing rotations often lack neurosurgery-specific orientation materials and level-appropriate pre-reading resources reducing the educational yield of short rotations. This is compounded by the lack of mandatory neurosurgical rotations across medical schools. We hypothesized that a “Neurosurgery Clerkship Manual” covering key orientation, knowledge, and practical topics would enhance educational experiences and generate sustained knowledge retention. Methods: Students rotating through neurosurgery at three hospitals were randomized to receive(intervention) or not receive(control) free access to the manual before their rotation. Participants completed surveys before, immediately after, and 4-weeks after the rotation assessing expectations, experiences, and clinically-relevant knowledge. Results: 61 participants were randomized between 2014 and 2017 with 43(70.5%) completing all three questionnaires. Baseline demographics, characteristics, and experiences were not significantly different. Those receiving the manual reported increased rotation enjoyment(p=0.02), decreased stress levels (p=0.05), and a greater feeling of being “part of the team”(p=0.01). There were also reductions in feeling like they were “not learning” (p=0.01). Finally, those receiving the manual demonstrated significantly better knowledge after the rotation (91.6%vs80.9%;p=0.04) which was sustained at 4-weeks post-rotation (89.2%vs79.0%;p=0.05). Conclusions: A simple and inexpensive clerkship manual can improve the neurosurgery rotation experience and knowledge retention for medical students.

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P024: Extracurricular podcast use behaviour and effect on knowledge retention in undergraduate medical students

CJEM ◽

10.1017/cem.2016.200 ◽

2016 ◽

Vol 18 (S1) ◽

pp. S86-S86

Author(s):

A. Chin ◽

A. Helman ◽

T.M. Chan

Keyword(s):

Medical Education ◽

Medical Students ◽

Test Score ◽

Knowledge Retention ◽

Undergraduate Medical Students ◽

Paired Samples ◽

Score Improvement ◽

Initial Survey ◽

Test Score Improvement ◽

Usage Data

Introduction: Podcasts have become increasingly popular as a medium for free online access medical education (FOAM). However, little research has examined the naturalistic use of podcasts as a tool in undergraduate medical education. This study aims to determine usage conditions, preferences, and level of retention of information from podcasts by medical students at a Canadian University. Methods: Medical students (Years 1 to 3) were instructed to complete an online test assessing their baseline knowledge on the topics of the podcasts and for qualitative data on podcast usage and preferences. Audio podcasts on two topics (adult asthma, and introduction to toxicology) were then distributed to study participants. One week and two weeks after the initial survey students were asked to complete a follow-up survey for knowledge assessment and further podcast usage data. Simple descriptive statistical generated using Microsoft Excel. Paired samples t-tests were utilized to assess knowledge acquisition using Microsoft SPSS version 23. Results: Participants who successfully completed the knowledge assessments demonstrated a significant effect of learning (Asthma, average test score improvement of 30%, p=0.002; Toxicology, average test score improvement of 13%, p=0.004). The majority of participants who stated a preference in podcast length indicated they preferred podcasts of 30 or less minutes (85%). The top three activities participants were engaged in while listening to the podcasts were driving (46%), completing chores (26%), and exercising (23%). A large number of participants who did not complete the study in its entirety cited a lack of time and podcast length to be the top two barriers to completion. Conclusion: This is one of the first studies to examine podcast usage data and preferences in a Canadian undergraduate medical student population. This information may help educators and FOAM producers to optimize educational tools for medical education.

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