The impact of a radiological anatomy-based intervention in a gross anatomy course for undergraduate medical students

Abstract Background A gross anatomy is an important course for medical students; however, seeing a cadaver often makes them feel uncomfortable. According to the broaden-and-build theory, the present study tried to reduce students’ negative emotions by sequential activities, such as interviews and ceremony, which induced gratitude and other positive emotions. Methods One hundred and five medical students in their third year filled Emotional Reactions Towards Cadavers Scale for three times in one semester, and paired-sample t-tests and hierarchical regression analyses were conducted to examine the changes of emotional reaction. Results Three-wave data showed that participants’ high-level emotions increased, negative emotions decreased, and the former simultaneously predicted the latter. Conclusions Combining dissection course with medical humanities helped students to successfully handle negative emotions during gross anatomy course.

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A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life

Insights into Imaging ◽

10.1186/s13244-021-01032-3 ◽

2021 ◽

Vol 12 (1) ◽

Author(s):

Teodoro Rudolphi-Solero ◽

Alberto Jimenez-Zayas ◽

Rocio Lorenzo-Alvarez ◽

Dolores Domínguez-Pinos ◽

Miguel Jose Ruiz-Gomez ◽

...

Keyword(s):

Medical Students ◽

Second Life ◽

Virtual World ◽

Student Perception ◽

Load Test ◽

Undergraduate Medical Students ◽

Exposure Test ◽

Radiological Anatomy ◽

Post Exposure ◽

Course Grades

Abstract Background A multi-user competitive game within the virtual world Second Life for undergraduate radiology learning was adapted for team participation. This study aimed to assess student perception, impact on learning, and eventual correlation of game results with post-exposure tests and course grades. Methods The game consisted of six weekly stages, dedicated to thoracic, abdominal, and musculoskeletal radiological anatomy and semiology. Participants had several days a week to review self-guided radiology educational content and then complete individual multiple-choice tests and solve team tasks to progress through the game's ranking. Additionally, they completed a cognitive load test, a questionnaire about the experience and a post-exposure knowledge test. Results Fifty-two students organised into 13 teams participated in the game and assessed different aspects of the experience with a mean score ≥ 7.8 on a 10-point scale, highlighting the participation of the teacher (9.3 ± 1.1), the educational contents (8.8 ± 1.4) and the usefulness for their education (8.7 ± 1.4). Participants obtained better post-exposure test results (p < 0.007) and better course grades (p < 0.021) than non-participants did. Conclusion A multi-user game adapted to team competition to learn radiology in Second Life was very positively perceived by third-year medical students, who highly valued its content, organisation, and usefulness for their training. Most of the participants agreed that they had collaborated as a team and that playing in competitive environments helps them learn better. The best post-exposure and academic results compared to non-participating students indicate the potential impact of the game on learning.

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Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

10.2196/preprints.30533 ◽

2021 ◽

Author(s):

Chelsea Stunden ◽

Sima Zakani ◽

Avery Martin ◽

Shreya Moodley ◽

John Jacob

Keyword(s):

Medical Students ◽

Learning Outcomes ◽

Test Scores ◽

Student Attitudes ◽

Congenital Heart ◽

Secondary Outcome ◽

First Year ◽

Undergraduate Medical Students ◽

E Learning ◽

The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

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“It’s Real, It’s Much More Real”: An Exploration of Values Based Reflective Practice ® as a Reflective Tool

Health and Social Care Chaplaincy ◽

10.1558/hscc.19832 ◽

2021 ◽

Keyword(s):

Medical Students ◽

Reflective Practice ◽

Undergraduate Medical Students ◽

Healthcare Settings ◽

Positive Coping ◽

Social Nature ◽

The Social ◽

Group Relationships ◽

The Impact ◽

Courageous Conversations

Values Based Reflective Practice (VBRP®) is a group reflection framework widely utilized within healthcare settings across Scotland, where groups of colleagues meet and discuss their workplace-based experiences using the VBRP® structure. The VBRP® model has previously been noted within HSCC as assisting “courageous conversations” about working in a caring vocation (Bunniss, 2021a, 2021b). Despite its national platform, however, there has been limited evaluation of VBRP®. Aim: This study explores the impact of VBRP® as a reflective tool among undergraduate medical students. Method: A qualitative action research methodology was used. Results: Three themes were identified from the data: overcoming barriers to reflection during VBRP®; enhancing reflection through the social nature of VBRP®; participants’ perceptions of reflection through the lens of VBRP®. Conclusion: VBRP® enabled deeper, more authentic reflection and enhanced written reflection abilities due to its social nature. It promoted the formation of peer support networks and positive coping mechanisms among medical students. Teamworking and group relationships were also improved.

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First year medical students' approaches to study and their outcomes in a gross anatomy course

Clinical Anatomy ◽

10.1002/ca.21071 ◽

2010 ◽

Vol 24 (1) ◽

pp. 120-127 ◽

Cited By ~ 49

Author(s):

Peter J. Ward

Keyword(s):

Medical Students ◽

Gross Anatomy ◽

First Year ◽

Approaches To Study ◽

Gross Anatomy Course ◽

First Year Medical Students

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Impact of the COVID-19 Pandemic on Career Intention Among Undergraduate Medical Students: A Single-center Cross-Sectional Study in Hubei Province

10.21203/rs.3.rs-622888/v1 ◽

2021 ◽

Author(s):

Xue-lin Wang ◽

Ming-xiu Liu ◽

Shuai Peng ◽

Lei Yang ◽

Chen Lu ◽

...

Keyword(s):

Medical Students ◽

Health Worker ◽

Large Scale ◽

Career Planning ◽

Limited Information ◽

Undergraduate Medical Students ◽

Career Intentions ◽

Cross Sectional ◽

Career Intention ◽

The Impact

Abstract Background：Undergraduate medical (UM) students faced the realities of the difficulties inherent in medical careers due to the coronavirus 2019 (COVID-19) outbreak. Thus imperative containment measures could affect UM students’ career intentions. There is limited information regarding the factors potentially associated with these students’ career change intentions.Methods：we conducted a cross-sectional survey to investigate the impact of the COVID-19 pandemic on career intention and the associated factors in UM students in August 2020. Univariate analyses and logistic regression analysis were used to identify the factors that contributed to any change of career intention.Results: A total of 2,040 medical students were contained from Hubei University of Medicine. The change of career intention was related to grade, attitude towards being a health worker and the impact of the COVID-19 pandemic.Conclusions: Changes in career intentions were particularly influenced by grade, attitude towards being a health worker, and the degree of COVID-19’s impact on the participants’ lives. Treating large-scale public health emergencies in rational way, setting up correct views of occupation choice and building reasonable career planning may reduce the loss of medical talents.

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Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students

Surgical and Radiologic Anatomy ◽

10.1007/s00276-020-02572-x ◽

2020 ◽

Author(s):

Chitra Nagaraj ◽

Shyamala Bhadravathi Yadurappa ◽

Lakshmi Trikkur Anantharaman ◽

Yogitha Ravindranath ◽

Nachiket Shankar

Keyword(s):

Medical Students ◽

Blended Learning ◽

First Year ◽

Undergraduate Medical Students ◽

Radiological Anatomy

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Teaching cardiovascular physiology with equivalent electronic circuits in a practically oriented teaching module

AJP Advances in Physiology Education ◽

10.1152/advan.00072.2010 ◽

2011 ◽

Vol 35 (2) ◽

pp. 149-160 ◽

Cited By ~ 9

Author(s):

Samo Ribarič ◽

Marjan Kordaš

Keyword(s):

Medical Students ◽

Student Perceptions ◽

Time Dependent ◽

Cardiovascular Physiology ◽

Electronic Circuits ◽

Undergraduate Medical Students ◽

Physiological Processes ◽

Basic Concepts ◽

Basic Facts ◽

The Impact

Here, we report on a new tool for teaching cardiovascular physiology and pathophysiology that promotes qualitative as well as quantitative thinking about time-dependent physiological phenomena. Quantification of steady and presteady-state (transient) cardiovascular phenomena is traditionally done by differential equations, but this is time consuming and unsuitable for most undergraduate medical students. As a result, quantitative thinking about time-dependent physiological phenomena is often not extensively dealt with in an undergraduate physiological course. However, basic concepts of steady and presteady state can be explained with relative simplicity, without the introduction of differential equation, with equivalent electronic circuits (EECs). We introduced undergraduate medical students to the concept of simulating cardiovascular phenomena with EECs. EEC simulations facilitate the understanding of simple or complex time-dependent cardiovascular physiological phenomena by stressing the analogies between EECs and physiological processes. Student perceptions on using EEC to simulate, study, and understand cardiovascular phenomena were documented over a 9-yr period, and the impact of the course on the students' knowledge of selected basic facts and concepts in cardiovascular physiology was evaluated over a 3-yr period. We conclude that EECs are a valuable tool for teaching cardiovascular physiology concepts and that EECs promote active learning.

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