Anatomical dissection as a teaching method in medical school: a review of the evidence

2007 ◽  
Vol 41 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Andreas Winkelmann
Keyword(s):  
Medical School ◽  
Teaching Method ◽  
Anatomical Dissection

scholarly journals Flexor Pollicis Brevis Muscle. Anatomical Study and Clinical Implications

2017 ◽  
Vol 11 (1) ◽  
pp. 1321-1329
Author(s):  
Edie Benedito Caetano ◽  
Yuri da Cunha Nakamichi ◽  
Renato Alves de Andrade ◽  
Maico Minoru Sawada ◽  
Mauricio Tadeu Nakasone ◽  
...  
Keyword(s):  
Medical School ◽  
Median Nerve ◽  
Ulnar Nerve ◽  
Anatomical Study ◽  
Sao Paulo ◽  
Clinical Implications ◽  
Normal Pattern ◽  
Anatomical Dissection ◽  
Deep Branch ◽  
Catholic University

Introduction: This paper reports anatomical study of nature, incidence, innervation and clinical implications of Flexor Pollicis Brevis muscle (FPB). Material and Methods: The anatomical dissection of 60 limbs from 30 cadavers were performed in the Department of Anatomy of Medical School of Catholic University of São Paulo. Results: The superficial head of FPB has been innervated by the median nerve in 70% and in 30% it had double innervation. The deep head of FPB were absent in 14%, in 65%, occurred a double innervation. In 17.5% by deep branch of ulnar nerve and in 3.6% by recurrent branch of median nerve. Conclusion: The pattern of innervation more frequent in relationship to the flexor pollicis brevis muscle and should be considered as a normal pattern is that superficial head receives innervation of branches of median nerve and the deep head receives innervation of ulnar and median nerve.

Learning Practical Wisdom from Moral Case Deliberation Through Morisprudence

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 106-106
Author(s):  
Jos Kole ◽  
◽  
Keyword(s):  
Medical School ◽  
Conceptual Analysis ◽  
Healthcare Professionals ◽  
Practical Wisdom ◽  
Teaching Method ◽  
Moral Case Deliberation ◽  
Organizational Contexts ◽  
Moral Case ◽  
Strong Relation ◽  
The Individual

"Moral case deliberation is regularly used as a teaching method at our medical school. Besides we facilitate moral case deliberation on the ward in our hospital. In both instances, our assumption is that practicing moral case deliberation will assist our (future) healthcare professionals to cultivate the virtue of practical wisdom. But, is this assumption, right? The answer to this question requires both empirical research and conceptual analysis. This paper focuses on the latter. The claim defended is that we can elucidate the relation between moral case deliberation and practical wisdom through an analysis of so called morisprudence. We start with discussing two divergent but related interpretations of morisprudence: one introduced by Toulmin and Jonsen, related to casuistry, and one related to a Dutch interpretation with a strong relation to moral case deliberation. The combination of the both interpretations shed new light on the conceptual connections between cultivating prudence (practical wisdom) and moral case deliberation, but it also provides new insights into the individual and collective dimensions of practical wisdom, of character formation within organizational contexts. Finally, it may have consequences for how moral case deliberation should actually be employed to teach practical wisdom. "

scholarly journals Are There Gender-Dependent Study Habits of Medical Students in Times of the World Wide Web?

2018 ◽  
Vol 2018 ◽  
pp. 1-6 ◽  
Author(s):  
A. Benditz ◽  
L. Pulido ◽  
T. Renkawitz ◽  
T. Schwarz ◽  
J. Grifka ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Internet Research ◽  
Small Group Teaching ◽  
Teaching Materials ◽  
Cross Sectional ◽  
Gender Specific Differences ◽  
Gender Specific

This study evaluates how medical students rate the different types of teaching materials and methods available as well as possible gender-specific differences in the use of such materials. In this descriptive, cross-sectional study a questionnaire with short, one-dimensional questions with a 4-step Likert scale was developed by a presurvey within 493 students (4th year) at a University Medical School (January-December 2015). The anonymous survey was performed from July 2016 to February 2017 with 252 students within an orthopaedic surgery course at University Medical School. After exclusion of (1) nonnative speakers and (2) incomplete forms, 233 samples were included. Practical education was regarded as the most important (n=160/68.7%) teaching method followed by Internet research (n=147/63.1%) as the most important teaching material, while traditional frontal teaching (n=19/8.2%) and e-books (n=11/4.7%) ranked last. The evaluation of gender-specific differences in the use of teaching materials showed that female students prefer to highlight text (p<0.0001) as well as a trend to Internet research (p=0.053) and small-group teaching (p=0.057). Despite some gender-specific differences, traditional learning methods retain their importance besides new learning possibilities such as Internet research.

scholarly journals Team-Based Learning in a Physiology Course To Prepare for The International Inter-Medical School Physiology Written Quiz in Kunming Medical University

2021 ◽  
Author(s):  
Hui Bian ◽  
Yan Bian
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Team Performance ◽  
Clinical Medicine ◽  
Teaching Method ◽  
Team Work ◽  
Global Event ◽  
Team Based Learning ◽  
Medical University ◽  
First Time

Abstract Background International Inter-medical School Physiology Quiz (IMSPQ) is a global event that purportedly engages students in team work, critical thinking and active learning of physiology. Team-based learning (TBL) is an interactive analytic teaching approach and has been used extensively in medical education. However, there is little evidence of its use in preparing for IMSPQ. The purpose of the present study was to investigate whether a TBL approach is effective to prepare for the written section of IMSPQ. Methods Five students from Grade 2014 majoring in Clinical Medicine, were selected, based on academic performance in physiology and English, to be taught in a TBL physiology course to prepare for the written section of 14th IMSPQ. Results In 2016, this TBL teaching method worked well and for the first time the team from Kunming Medical University entered the top forty teams at the written competition of 14th IMSPQ in Yogyakarta. Conclusion TBL method was effective to prepare for the IMSPQ in Kunming Medical University and provided an improved team performance in the written section of 14th IMSPQ.

scholarly journals Gross Anatomical Dissection of a Horseshoe Kidney: The Eighth Specimen in Our Medical School

2015 ◽  
Vol 62 (1.2) ◽  
pp. 29-32
Author(s):  
JOE IWANAGA ◽  
TSUYOSHI SAGA ◽  
YOKO TABIRA ◽  
KOICHI WATANABE ◽  
KOH-ICHI YAMAKI
Keyword(s):  
Medical School ◽  
Horseshoe Kidney ◽  
Anatomical Dissection

Flipped Classroom in Podiatric Medical Education

2020 ◽  
Vol 110 (5) ◽  
Author(s):  
Kevin M. Smith ◽  
Simon Geletta ◽  
Keegan Duelfer
Keyword(s):  
Multivariate Analysis ◽  
Medical School ◽  
Sentiment Analysis ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Student Evaluation ◽  
Traditional Classroom ◽  
Analysis Of Covariance ◽  
Grade Point ◽  
Medical College

Background The purpose of this study was to evaluate student learning outcomes in a flipped classroom versus a traditional classroom in a podiatric medical school. To date no published reports in podiatric medical schools have used the flipped classroom for the entirety of a medical school course. Methods Students from the class of 2017 completed the Emergency Medicine and Trauma course using traditional classroom lectures, and the class of 2018 used a flipped classroom approach. Each class took two assessments that contained 99 identical questions and completed a postcourse evaluation that contained student comments. A multivariate analysis of covariance was conducted to determine whether student performances were significantly affected by the differences in the teaching method. Student evaluation comments were analyzed using textual data analysis to determine the sentiments that students expressed regarding their exposure to the teaching method. Results The multivariate analysis of covariance results revealed that students scored slightly lower on assessments during the flipped classroom delivery compared with the traditional classroom delivery, when adjusted for Medical College Admission Test scores and grade point average, but not significantly (P = .4340). Similarly, the sentiment analysis of student comments indicated that the average positive sentiment score for the flipped classroom delivery was higher but was not significant (P = .08914). Conclusions The analysis showed there was not a statistically significant change in examination scores based on teaching method. Sentiment analysis revealed that student sentiments were more positive with the flipped classroom group compared with the traditional lecture group, although not statistically significantly.

scholarly journals Are Stories and Anecdotes an Underused Pedagogic Technique in Undergraduate Medicine? A Qualitative Study

2021 ◽  
Author(s):  
Cara Richardson ◽  
Linda Jones
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Medical Teaching ◽  
Stakeholder Groups ◽  
Undergraduate Medicine ◽  
Insight Into

Abstract Background: Arguably storytelling is a recognised teaching method used in different fields such as teaching children, religion, and culture. Its use in medical teaching is apparent, but little is known of how valuable this method is within medical teaching. This study aimed to explore the perceptions stakeholders have of using stories within teaching and learning at Dundee Medical School. We hope to understand how stories are perceived and to consider how educators might optimise their use. Methods: A qualitative approach allowed for the exploration of participants perceptions of storytelling within medical teaching. Purposive sampling was used to sample medical students and educators. Eleven students participated in one of three group semi-structured interviews and five individual semi-structured interviews with educators took place. The data collected was coded and analysed to reveal themes and sub-themes regarding storytelling at Dundee Medical School. Results: Both stakeholder groups sampled highly valued the use of stories and anecdotes within medical teaching. Whilst both suggested the same purposes, types and impact of stories and identified similar barriers to using storytelling such as confidence and experience. Students were more focused on the importance of the relevance, delivery, and context of where a story was being told for stories to be effective, whilst for faculty, their perceptions didn’t involve these themes. Conclusions: The findings from this small study have provided insight into how storytelling is perceived and developed some recommendations for optimising its use within medical education at Dundee Medical School. This highlights the value of this method to educators and exemplifies the important qualities stories can help to foster amongst students, whilst suggesting a possible theory on how to successfully utilise them.

scholarly journals From Student to Teacher: Medical Student Perceptions of Teaching Children and a Novel Application of the One Minute Preceptor

2020 ◽  
Author(s):  
Laura Cline ◽  
Muna Canales
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Student Perceptions ◽  
Teaching Method ◽  
School Curriculum ◽  
Outreach Program ◽  
Teaching Skills ◽  
Perceptions Of Teaching ◽  
The One

Background: As students progress through medical school, the student assumes teaching roles, but without formal training regarding how to teach. Methods: We administered surveys to 1st, 2nd and 4th year medical students asking about perceptions of teaching. The surveys were completed in the Fall (2019) and again in late Spring (2020). In the interim, students were given the opportunity to teach 5th graders during an outreach program. We gave the medical student volunteers a brief interactive session about the One Minute Preceptor (OMP) as a tool to teach the children. In the Spring survey, medical students who used the OMP were also asked about its utility in the pediatric setting. Results: Seventy-four students completed survey 1 and, of these, 51 completed the follow-up survey. Mean age was 24-27; 57% were female. Across both surveys, ≥70% were comfortable with and felt they understood their role as a teacher of trainees, peers and patients. However, <50% felt they knew any teaching method or had a plan for improving teaching skills. All felt that teaching was an important medical skill. Six students completed OMP training and the outreach program. All felt the OMP was useful to teach key points, provide feedback, and involve the learner. They also all felt the OMP should be taught in medical school. Conclusion: Medical students believe it is important to learn teaching skills. The OMP may be a useful addition to the medical school curriculum to help medical students teach in doctor-patient settings across ages and group sizes.

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