scholarly journals Teaching Anatomy in the XXI Century: New Aspects and Pitfalls

2013 ◽  
Vol 2013 ◽  
pp. 1-5 ◽  
Author(s):  
Veronica Papa ◽  
Mauro Vaccarezza
Keyword(s):  
Medical Education ◽  
Gross Anatomy ◽  
Computer Assisted ◽  
Past Century ◽  
Anatomy Education ◽  
Postgraduate Students ◽  
Racial Background ◽  
Teaching Anatomy ◽  
Clinical Problems ◽  
Anatomy Teaching

Anatomy has historically been a cornerstone in medical education regardless of nation, racial background, or medical school system. By learning gross anatomy, medical students get a first “impression” about the structure of the human body which is the basis for understanding pathologic and clinical problems. Although the importance of teaching anatomy to both undergraduate and postgraduate students remains undisputed, there is currently a relevant debate concerning methods of anatomy teaching. In the past century, dissection and lectures were its sole pedagogy worldwide. Recently, the time allocated for anatomy teaching was dramatically reduced to such an extent that some suggest that it has fallen below an adequate standard. Traditional anatomy education based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic models or computer-assisted learning, and curricula integration. “Does the anatomical theatre still have a place in medical education?” And “what is the problem with anatomic specimens?” We endeavor to answer both of these questions and to contribute to the debate on the current situation in undergraduate and graduate anatomy education.

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 This has been replaced by a variety of teaching modalities including problem-based learning, models and prosections, and computer-assisted learning.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.

scholarly journals Teaching Anatomy; Dissecting its Delivery in Medical Education

2016 ◽  
Vol 3 (1) ◽  
pp. 312-321
Author(s):  
DJ Jordan ◽  
M Griffin ◽  
B Phillips ◽  
S Hindocha ◽  
A Elgawad
Keyword(s):  
Medical Education ◽  
Teaching Methods ◽  
Gross Anatomy ◽  
The Body ◽  
Current Evidence ◽  
Religious Feeling ◽  
Teaching Anatomy ◽  
History Of ◽  
Computer Based ◽  
History Of Anatomy

Anatomy has long been a topic of interest amongst both those in medicine and those not. The understanding of biology, in terms of the function and structure of the organs and other structures of the body, has dramatically changed over time, and has been closely related to both scientific improvement and religious feeling.There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education, but the way in which it has been taught has changed over the years. As early as the 16thcentury, Vesalius stated that anatomy could only be taught by dissection, however, alternative options for cadaveric study are certainly more available now than when this statement was made.Current teaching methods incorporate the tried and tested cadaveric based dissection, but has more recently been super ceded by the use of computer based imaging and the change to self-orientated or problem based learning. The shift towards the latter has led to a perceived suffering to the gain of anatomical and pathological knowledge of new doctors and surgeons.This paper aims to describe the history of anatomy teaching and review the current evidence for and against the current methods used for its deliverance.

scholarly journals Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation (Preprint)

2020 ◽  
Author(s):  
Nerissa Naidoo ◽  
Aya Akhras ◽  
Yajnavalka Banerjee
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
Gross Anatomy ◽  
Fixed Time ◽  
Time Frame ◽  
Preliminary Evaluation ◽  
Anatomy Education ◽  
Learning Principles ◽  
Small Team ◽  
Pedagogical Framework

BACKGROUND Anatomy is considered to be one of the keystones of undergraduate medical education. However, recently, there has been drastic reduction, both in gross anatomy teaching hours and its context. Additionally, a decrease in the number of trained anatomists and an increase in the costs associated with procuring human cadavers have been noted, causing a diminution of cadaveric dissections in anatomy education. OBJECTIVE To address these challenges, there is an ardent need for a pedagogical framework such that anatomy education can be disseminated through active learning principles, within a fixed time frame, using a small team of anatomists and a small number of cadaveric specimens (for live on-site sessions) as well as collaborative learning principles. The latter is particularly important when anatomy education is delivered through distance learning, as is the case currently during the COVID-19 pandemic. METHODS Here, we have blueprinted a pedagogical framework blending the instructional design models of Gagne’s 9 events of instruction with Peyton’s 4-step approach. The framework’s applicability was validated through the delivery of anatomical concepts, using an exemplar from the structure-function course Head and Neck during the normal and COVID-19–mandated lockdown periods, employing the archetype of Frey syndrome. Preliminary evaluation of the framework was pursued using student feedback and end-of-course feedback responses. The efficiency of the framework in knowledge transfer was also appraised. RESULTS The blueprinted instructional plan designed to implement the pedagogical framework was successfully executed in the dissemination of anatomy education, employing a limited number of cadaveric specimens (during normal times) and a social media application (SMA)–integrated “interactome” strategy (during the COVID-19 lockdown). Students’ response to the framework was positive. However, reluctance was expressed by a majority of the faculty in adopting the framework for anatomy education. To address this aspect, a strategy has been designed using Mento’s 12-step change management model. The long-term benefits for any medical school to adopt the blended pedagogical framework have also been explicated by applying Bourdieu’s Theory of Practice. Additionally, through the design of an SMA interactome model, the framework’s applicability to the delivery of anatomy education and content during the ongoing COVID-19 pandemic was realized. CONCLUSIONS In conclusion, the study effectively tackles some of the contemporary key challenges associated with the delivery of anatomy content in medical education during normal and unprecedented times.

scholarly journals Implementation of use of hand-made three-dimensional models to teach Anatomy with supplement to traditional methods with limited resources

2021 ◽  
Vol 8 (4) ◽  
pp. 298-300
Author(s):  
Satish M Patel ◽  
Bhadreshkumar P Vaghela
Keyword(s):  
Facial Nerve ◽  
Three Dimensional ◽  
Gross Anatomy ◽  
Time Duration ◽  
Actual Structure ◽  
Teaching Anatomy ◽  
Virtual Dissection ◽  
Dimensional Models ◽  
Three Dimensional Models ◽  
Anatomy Teaching

The status of anatomical education in modern medical programs is a cornerstone of medicine. Anatomy is one of the basic subjects in First Year MBBS curriculum. Apart from important it is also a lengthy subject to complete in allocated time duration of First MBBS. There are various subdivisions of anatomy like gross anatomy, developmental anatomy, microscopic anatomy, genetics, surface anatomy, radiological anatomy etc. Out of which gross anatomy is difficult to understand as time constraint is there in duration of First MBBS. In medical and allied branches total hours allocated for anatomy teaching and laboratory practical hours have reduced. Result in triggered the emergence of innovative ideas to maximize students learning. While studying the gross anatomy three-dimensional orientation is must to learn actual structure and relation with other viscera and vessels. Traditional way of teaching anatomy uses wall charts, books, slides, anatomical specimens, and practical anatomy as teaching resources and methods. It is fact that in most institutes, three dimensional models are available in their Anatomy Museum, but many Anatomists have complained about fault in exact structure, labelling and it’s relationship in these models because sometime these models are made by amateur technicians. As the medical education expanded and the reduction in human anatomical specimens due to shortage of dead body donations, as well as the limitations of time, place and other resources for anatomical training, the quality of anatomy teaching has been seriously affected. Apart from shortage of these resources, another big issue with development of skill laboratory which is now mandatory as per new NMC guidelines. Establishment of skill lab requires ample amount of finance. Though, skill lab can provide excellent resources to meet the existing lacunae in teaching Anatomy to students by virtual media and simulations. Latest innovations in better teaching aids in Anatomy, in market virtual dissection table is available now, which can provide in depth understanding and orientation of three-dimensional body structures. But as mentioned above, the cost of this virtual dissection table is too high that every institute can not able to afford it. In this situation, to provide better understanding and three-dimensional orientation to students making hand made models from cheap and easily available materials are better options for teachers and students as they can make themselves.Anatomy is a discipline where spatial visualization is of importance. Even anatomy textbooks and atlases provide two-dimensional static anatomical illustrations. To teach some anatomical structures by traditional cadaveric dissection or by traditional lectures is difficult. Some of the structures like gross anatomy of urinary bladder or facial nerve anatomy are difficult to learn by textbook which cannot give exact perception of real anatomy. Additionally, many structure get distorted while removing from cadaver or not able to trace even. In some cases, specific models are also not available for instance course of facial nerve from origin to its termination where hand-made models give excellent three-dimensional understanding. For students’ proper anatomical knowledge of anatomy/organs help them to improve surgical skills. Finally, surgical outcome will be better with less morbidity and mortality.

scholarly journals Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation

10.2196/21701 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e21701 ◽  
Author(s):  
Nerissa Naidoo ◽  
Aya Akhras ◽  
Yajnavalka Banerjee
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
Gross Anatomy ◽  
Fixed Time ◽  
Time Frame ◽  
Preliminary Evaluation ◽  
Anatomy Education ◽  
Learning Principles ◽  
Small Team ◽  
Pedagogical Framework

Background Anatomy is considered to be one of the keystones of undergraduate medical education. However, recently, there has been drastic reduction, both in gross anatomy teaching hours and its context. Additionally, a decrease in the number of trained anatomists and an increase in the costs associated with procuring human cadavers have been noted, causing a diminution of cadaveric dissections in anatomy education. Objective To address these challenges, there is an ardent need for a pedagogical framework such that anatomy education can be disseminated through active learning principles, within a fixed time frame, using a small team of anatomists and a small number of cadaveric specimens (for live on-site sessions) as well as collaborative learning principles. The latter is particularly important when anatomy education is delivered through distance learning, as is the case currently during the COVID-19 pandemic. Methods Here, we have blueprinted a pedagogical framework blending the instructional design models of Gagne’s 9 events of instruction with Peyton’s 4-step approach. The framework’s applicability was validated through the delivery of anatomical concepts, using an exemplar from the structure-function course Head and Neck during the normal and COVID-19–mandated lockdown periods, employing the archetype of Frey syndrome. Preliminary evaluation of the framework was pursued using student feedback and end-of-course feedback responses. The efficiency of the framework in knowledge transfer was also appraised. Results The blueprinted instructional plan designed to implement the pedagogical framework was successfully executed in the dissemination of anatomy education, employing a limited number of cadaveric specimens (during normal times) and a social media application (SMA)–integrated “interactome” strategy (during the COVID-19 lockdown). Students’ response to the framework was positive. However, reluctance was expressed by a majority of the faculty in adopting the framework for anatomy education. To address this aspect, a strategy has been designed using Mento’s 12-step change management model. The long-term benefits for any medical school to adopt the blended pedagogical framework have also been explicated by applying Bourdieu’s Theory of Practice. Additionally, through the design of an SMA interactome model, the framework’s applicability to the delivery of anatomy education and content during the ongoing COVID-19 pandemic was realized. Conclusions In conclusion, the study effectively tackles some of the contemporary key challenges associated with the delivery of anatomy content in medical education during normal and unprecedented times.

scholarly journals Students’ Reflections on Teaching Methodology in Anatomy

2013 ◽  
Vol 5 (1) ◽  
pp. 47-51 ◽  
Author(s):  
Jyoti Chopra ◽  
Anita Rani ◽  
Archana Rani ◽  
RK Deewan ◽  
AK Srivastava ◽  
...  
Keyword(s):  
Medical Education ◽  
Traditional Method ◽  
Medical Science ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Technological Evolution ◽  
Teaching Anatomy ◽  
Power Point Presentation ◽  
Power Point ◽  
Structured Questionnaire

Objective: With technological evolution, use of power point presentation has been increased tremendously for classroom teachings in medical education. There is dearth of information that whether this technology is really liked by the students in anatomy or not. Therefore present study was conducted to assess which methodology of teaching anatomy was preferred by students: traditional (chalk & black-board), computer assisted or both when combined. Methods: A questionnaire based study was conducted that involved 250 1st year MBBS students. Students were asked to fill semi structured questionnaire that contained closed and open ended questions regarding teaching methodology. Results & Conclusion: 70.37% students favored combination of power point presentations along with traditional method, 25.93% preferred chalk and blackboard method and only 3.7% students opined that power point presentations should be the sole method of teaching. Therefore the study concludes that traditional method of lecture delivery in anatomy should be carefully amalgamated with power point presentations to meet the aspirations of students and to combat the limitations of chalk and board method. DOI: http://dx.doi.org/10.3126/ajms.v5i1.8039 Asian Journal of Medical Science Vol.5(1) 2014 pp.47-51

scholarly journals Students perceptions about the pedagogic strategies for teaching-learning anatomy at university Eduardo Mondlane in Mozambique

2020 ◽  
Vol 8 (4) ◽  
pp. 1345
Author(s):  
Maria Alexandra Fernandes Rodrigues
Keyword(s):  
Learning Strategies ◽  
Technological Development ◽  
Gross Anatomy ◽  
Computer Assisted ◽  
Active Teaching ◽  
Applied Anatomy ◽  
Teaching Anatomy ◽  
Data Content ◽  
Teaching Learning ◽  
Student's Perceptions

Background: From the need to develop a new curriculum for the medical course, changing the traditional model used for teaching Gross Anatomy it was sought to incorporate active teaching methodologies which can allow students to be more involved in the process of knowledge construction. The way in which Gross Anatomy is delivered in most Faculties of Medicine has been seen as a big challenge to the teachers and the students too as a consequence of permanent changes that are required in order to be in line with the technological development. This study aimed to explore the student's perceptions about the effectiveness of the strategies and resources, used in teaching-learning Gross Anatomy in the medical course at EMU.Methods: Data were collected using a questionnaire administrated to those medical students who attended (1st and 2nd year) Gross Anatomy subjects, in November 2018. Descriptive statistics and data content analysis were performed. The sample comprised 171 students.Results: A convergence of strategies preferred by the students involved in the study was seen. It was recognized that Gross Anatomy curriculum was designed based on the limitations of the use of cadaver dissection, with the emphasis on applied anatomy and learning in small groups using other resources, including computer assisted learning based on the 3-D Slicer software.Conclusions: It appears that the students' desire is that the teaching-learning strategies used in Anatomy classrooms at UEM might contribute to their better training for the professional challenges when graduated. They perceived that with the strategies used for teaching Anatomy, they are being very well prepared to get in an entrepreneurial, transformative profile and are able to learn more complex contents in order to provide a qualified health care to people in the performance of their future functions as doctors.

scholarly journals Perception of students towards cadaveric dissection in a tertiary care teaching institution

2017 ◽  
Vol 5 (8) ◽  
pp. 3684 ◽  
Author(s):  
Anju Partap Kaundal ◽  
Purushottam K. Kaundal
Keyword(s):  
Medical Education ◽  
Essential Feature ◽  
Tertiary Care ◽  
Gross Anatomy ◽  
Undergraduate Curriculum ◽  
Cadaveric Dissection ◽  
Living Body ◽  
The People ◽  
History Of ◽  
Anatomy Teaching

Background: Anatomy is widely acknowledged as being among the most significant element of medical education and the study of anatomy through the dissected cadaver is observed as the essential feature of medical courses. Anatomy teaching has certainly the longest history of any component of formalised medical education. While the history of dissection has been well studied, less attention has been paid to the use of the living body involved in anatomy teaching. Dissection has thus been imbibed into medical education such that it has become almost indispensable part of medical courses.Methods: A total of hundred newly admitted first year medical students’ reaction to the first day entry into the dissection hall and towards cadaveric dissection was assessed by using a set of questions. The questionnaire was given to the students just a few weeks after they began attending their dissection class.Results: Most of the students reported of bad odor of the cadaver (84%) and watering of eyes (79%) on their first day entry into the dissection hall. 94% of the students were determined, interested, and ready to study anatomy with cadaveric dissection. Majority of the students considered dissection as the best tool to study anatomy.100% of the students have showed a sense of gratitude to the people and/or the relatives who had donated their bodies.Conclusions: Cadaveric dissection is an indispensable teaching tool to study gross anatomy, and undergraduate curriculum should incorporate dissection as majority of the students are interested and determined to study anatomy with cadaveric dissection. 

scholarly journals The Uncertainty of COVID-19 Inducing Social Fear and Pressure on the Continuity of Rural, Community-Based Medical Education: A Thematic Analysis

Healthcare ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 223
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Chiaki Sano
Keyword(s):  
Medical Education ◽  
Direct Observation ◽  
Rural Community ◽  
Thematic Analysis ◽  
Community Based ◽  
Postgraduate Students ◽  
Medical Trainees ◽  
Rural Settings ◽  
Social Fear ◽  
Medical Educators

Rural community-based medical education (CBME) enriches undergraduate and postgraduate students’ learning but has been impacted by the coronavirus disease 2019 (COVID-19) pandemic. We identified the challenges faced by stakeholders as well as the relevant solutions to provide recommendations for sustainable CBME in community hospitals during the COVID-19 pandemic. A total of 31 pages of field and reflection notes were collated through direct observation and used for analysis. Five physicians, eight nurses, one clerk, fourteen medical trainees, and three rural citizens were interviewed between 1 April and 30 September 2020. The interviews were recorded and their contents were transcribed verbatim and analyzed using thematic analysis. Three themes emerged: uncertainty surrounding COVID-19, an overwhelming sense of social fear and pressure within and outside communities, and motivation and determination to continue providing CBME. Rural CBME was impacted by not only the fear of infection but also social fear and pressure within and outside communities. Constant assessment of the risks associated with the pandemic and the implications for CMBE is essential to ensure the sustainability of CBME in rural settings, not only for medical educators and students but also stakeholders who administrate rural CBME.

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