Applied anatomy knowledge in gynaecology and obstetrics: the trainees’ perception

Abstract Background Medical education has recognised the importance of anatomy teaching. Limitations in applied anatomy knowledge exist among obstetrics and gynaecology (O&G) trainees. This study aims to evaluate the knowledge of O&G trainees in applied anatomy and study-associated factors. Materials and methods The questionnaire-based study involved O&G trainees between 1/8/2019 and 1/12/2019. Data collected included age, gender, evaluation of medical school anatomy course, attendance at applied anatomy workshops, operating theatre workload, and senior colleagues’ demonstration of anatomy during operating sessions. Results There were 271 trainees recruited with a mean age of 29.3 years, and 80.1% rated the value of medical school anatomy courses as average or above average. Furthermore, 90.8% never attended applied anatomy workshops. In addition, 9.6% and 62% of first- and fifth-year trainees rated their knowledge as either good or very good, and 41.7% reported that anatomy demonstrations by senior doctors happened sometimes. The overall score of applied anatomy knowledge was significantly higher in higher training years, with attendance at applied anatomy lectures, with more operating workloads, and when senior doctors demonstrate anatomy more often during operating sessions. Conclusions Deficiencies in knowledge existed. Factors which may improve knowledge include more applied undergraduate anatomy courses, more frequent operating sessions, attending anatomy workshops, and more senior colleagues’ demonstration of anatomy during surgeries.

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Academic relationships between Hungarian professors and the Second Vienna Medical School

Wiener Medizinische Wochenschrift ◽

10.1007/s10354-021-00840-y ◽

2021 ◽

Author(s):

Béla Szende ◽

Attila Zalatnai

Keyword(s):

Medical Education ◽

Medical School ◽

Medical Doctors ◽

Surgical Department ◽

Treatment And Prevention ◽

Obstetrics And Gynaecology ◽

Practice Of Medicine ◽

Vienna Medical School ◽

The University ◽

The Impact

SummaryThis article discusses the impact of the ‘second’ Vienna Medical School, hallmarked by Karl Rokitansky, Joseph Skoda and Ferdinand Hebra, on the study and practice of medicine in Hungary. Six medical doctors’ lives and achievements are outlined, who formed a bridge between Vienna and Budapest through their studies and work. Four of them returned to Hungary and promoted the cause of medicine and medical education there. Lajos Arányi (1812–1877) founded in 1844 the Institute of Pathology at the University of Pest. János Balassa (1814–1868) took the Chair of the Surgical Department. Ignaz Philip Semmelweis (1818–1865), the ‘Saviour of Mothers’, received a position at the Department of Obstetrics and Gynaecology in Vienna in 1846. Gustav Scheuthauer (1832–1894) became Arányi’s successor. Each of them continued to keep contact with their tutors in Vienna, especially with Karl Rokitansky, and followed the clinicopathological conception pioneered by the Vienna Medical School regarding diagnostics, treatment and prevention of diseases. Two physicians remained in Vienna: Mór Kaposi (1837–1902), who became known worldwide posthumously due to the connection between Kaposi’s sarcoma and AIDS, was the director of the Department of Dermatology of the Vienna University in 1878. Salomon Stricker (1837–1898) undertook the leadership of the Department of General and Experimental Pathology in 1872.

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A Case Report on Anatomy Teaching in a Newly-established Private Medical School to Illustrate Current Trends in Medical Education in Japan

TRENDS IN THE SCIENCES ◽

10.5363/tits.6.7_20 ◽

2001 ◽

Vol 6 (7) ◽

pp. 20-32

Author(s):

Hiroshi Hirano

Keyword(s):

Medical Education ◽

Case Report ◽

Medical School ◽

Private Medical School ◽

Current Trends ◽

Anatomy Teaching

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Training in Current Medical Education: Surgeons are Different from Their Medical Colleagues

Bulletin of The Royal College of Surgeons of England ◽

10.1308/147363512x13311314197176 ◽

2012 ◽

Vol 94 (7) ◽

pp. 242-245 ◽

Cited By ~ 4

Author(s):

AJ Osborne ◽

SC Hawkins ◽

A James ◽

D Pournaras ◽

A Pullyblank

Keyword(s):

Medical Education ◽

Learning Styles ◽

Education And Training ◽

Current Medical ◽

Operating Theatre ◽

Learning Opportunity ◽

Obstetrics And Gynaecology ◽

And Training

Education and training in surgery have focused on an apprenticeship style of learning, particularly in the operating theatre, with little emphasis on understanding how trainees learn. This focus on one style of training may not achieve the best possible outcomes. The need to deliver training over a shorter period since the introduction of the European WorkingTime regulations makes each learning opportunity vital. Learning styles have already been suggested as an important issue in obstetrics and gynaecology.

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Trainee’s Perception Of Applied Anatomy Knowledge in Obstetrics and Gynaecology: A prospective cross-sectional study

Authorea ◽

10.22541/au.158697178.84502666 ◽

2020 ◽

Author(s):

Ismaiel Abu Mahfouz ◽

Fida Asali ◽

Heba Abu Saleem ◽

Maha Mohammad ◽

Salem Abu Mahfouz ◽

...

Keyword(s):

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Applied Anatomy ◽

Obstetrics And Gynaecology ◽

Anatomy Knowledge

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Patient consent to medical students in general practice

British Journal of General Practice ◽

10.3399/bjgp18x697229 ◽

2018 ◽

Vol 68 (suppl 1) ◽

pp. bjgp18X697229

Author(s):

Matthew Webb ◽

Sarah Thirlwall ◽

Bob McKinley

Keyword(s):

Medical Education ◽

General Practice ◽

Medical Students ◽

Medical School ◽

Undergraduate Students ◽

Teaching Quality ◽

School Students ◽

Patient Journey ◽

Patient Consent ◽

High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

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Success story in technical cooperation among countries of the south

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.220 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

G Alsheikh ◽

F Al Darazi

Keyword(s):

Medical Education ◽

Medical School ◽

Human Resource Development ◽

Technical Support ◽

Fund Raising ◽

Technical Cooperation ◽

The South ◽

Success Story ◽

Positive Role ◽

Middle Income

Abstract The policy paper aims at sharing experience in medical education between Tunisia and Djibouti through technical support from WHO EMRO. Djibouti, a francophone country located in the English-speaking horn of Africa, could not rely on neighboring countries to help in establishing a badly needed medical school. Djibouti a low middle-income country, with around one million population has a low density in medical professionals. Most of them were trained in France or other francophone countries and the rate of return to practice. WHO EMRO was requested to support in establishing a medical school. A feasibility study to develop a problem based and community oriented medical school was carried out by experts from WHO EMRO and from senior medical professors from Lebanon and Tunisia. A plan was designed to establish the medical school with support from WHO EMRO and technical cooperation from Tunisia using the same approach in establishing the medical school of Nouakchott in Mauritania. Initial funding was provided from WHO EMRO to support acquisition of education materials and laboratories and by a 600,000 $ grant from the African Bank to secure travel and accommodation of visiting professors from Tunisia and from other francophone countries from the region. More than 300 physicians were trained locally and efforts are being made to train Djiboutian residents in various specialties and to train future teachers. The objectives of the paper are to: To share a success story in south to south cooperation with technical support from WHOTo harness solidarity mechanisms among countries of the southTo highlight the positive role played by WHO in facilitating technical cooperation and in mobilizing financial resources from development bank to support medical education Key messages need to harness solidarity among countries of the south in human resource development. highlight the facilitating role of WHO In technical cooperation and in fund raising.

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The impact of integrating environmental health into medical school curricula: a survey-based study

BMC Medical Education ◽

10.1186/s12909-020-02458-x ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Benjamin Kligler ◽

Genevieve Pinto Zipp ◽

Carmela Rocchetti ◽

Michelle Secic ◽

Erin Speiser Ihde

Keyword(s):

Climate Change ◽

Medical Education ◽

Medical Students ◽

Medical School ◽

Environmental Health ◽

School Curriculum ◽

Learning Objectives ◽

Lead Contamination ◽

Institute Of Medicine ◽

The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

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Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

American Journal of Lifestyle Medicine ◽

10.1177/15598276211008142 ◽

2021 ◽

pp. 155982762110081

Author(s):

Jennifer L. Trilk ◽

Shannon Worthman ◽

Paulina Shetty ◽

Karen R. Studer ◽

April Wilson ◽

...

Keyword(s):

Medical Education ◽

Medical School ◽

American Medical ◽

Undergraduate Medical Education ◽

Curriculum Implementation ◽

Task Force ◽

Medical Schools ◽

Lifestyle Medicine ◽

Professional Activities ◽

School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

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Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

Journal of Medical Education and Curricular Development ◽

10.4137/jmecd.s17496 ◽

2015 ◽

Vol 2 ◽

pp. JMECD.S17496 ◽

Cited By ~ 2

Author(s):

Jonathan J. Wisco ◽

Stephanie Young ◽

Paul Rabedeaux ◽

Seth D. Lerner ◽

Paul F. Wimmers ◽

...

Keyword(s):

Medical Education ◽

Medical School ◽

Student Perceptions ◽

Medical Curriculum ◽

Clinical Skills ◽

School Experience ◽

First Year ◽

Biomedical Sciences ◽

Medical Specialties ◽

Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

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