scholarly journals Practical pregraduate teaching in Human Anatomy: A review

2021 ◽  
Vol 25 ((S1)) ◽  
pp. 81-90
Author(s):  
José Ramón Sañudo ◽  
◽  
Ernest F. Talarico ◽  
Fabrice Duparc ◽  
Teresa Vázquez ◽  
...  
Keyword(s):  
Graduate Education ◽  
Human Body ◽  
Gold Standard ◽  
Anatomical Variations ◽  
Human Anatomy ◽  
Learning Tools ◽  
Anatomical Models ◽  
Topographical Anatomy ◽  
Hands On ◽  
Practical Session

There is a general agreement in all fields of sciences that practical pre-graduate education in human anatomy is absolutely necessary. It constitutes an inseparable partner with theoretical learning on the path to knowledge. As such is it critical to (1) establish the set of specific objectives for each practical session (PS), and (2) define more precisely the outcomes (i.e., knowledge, skills and attitudes) that are expected by students. The principle for efficiency of practical sessions (PSs) is that they should take place immediately after didactic sessions of the corresponding topic(s). In this way, students could best reinforce their learning. Considering that the morphology of the human body can be learned by means other than direct observation/dissection of anatomical donors, media, models and imaging have also gained popularity as “anatomy learning tools” in recent years. Imaging is a perfect complement for teaching in the dissecting room, but always in correlation with the reality of bodydonor sections, prosections and dissections of the same region. Anatomical models and computer programs express the reality of the human body, however, anatomical variations and many other qualities (i.e., surgical skills, ethics, pathology, professionalism) can only be appreciated via hands-on use of an anatomical donor to science. Therefore, the anatomical donor remains the Gold Standard for anatomy teaching, especially topographical Anatomy.

scholarly journals The ABC method as a tool for blended learning course development at Bergen University Library

2021 ◽  
Author(s):  
Pål Steiner ◽  
Ingunn Rødland ◽  
Henry Langseth ◽  
Christian Højbjerg Hansen
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Original Method ◽  
Educational Institutions ◽  
Learning Tools ◽  
Planning And Design ◽  
Hands On ◽  
University College London ◽  
E Learning ◽  
Abc Method

Embarking on planning and design of new library courses, or just even redesigning them, might be challenging in an everyday busy schedule. Especially if you want to try out new digital applications or features that could give the training an edge towards students, often prejudiced to what they can expect from a traditional library course. Ideally you engage colleagues and even students and faculty members in such a process. But how can you allocate enough time and resources to reach such ambitions? The ABC method, developed at University College London, is an effective, engaging and creative approach. In only 90 minutes groups are able to work together hands-on to create a visual storyboard outlining the type and sequence of learning activities aligned with the course’s learning outcomes. Blended learning and co-creation are often encouraged in course design in many educational institutions these days. The ABC method encourage also library instructors to think about e-learning tools, methods for active learning and opportunities for co-creation. Library courses, in difference from regular courses at universities, if often taught as a “one-shot-session”, and they rarely include formal evaluations. We therefore felt the need to adapt the method to better suit these circumstances. We adjusted both agenda and material, but all ideas and principles follow the original method. Evaluation showed good feedback regarding the proportion of participants who intended to change their course design after attending the workshop. This session will present the basic principles of the ABC-method and our experiences working with this approach to blended course planning.

scholarly journals Development and application of a swine model for training ultrasonography-guided central venous access

2020 ◽  
Vol 47 ◽  
Author(s):  
JACKSON VINÍCIUS DE LIMA BERTUOL ◽  
NATASHA LURE BUENO CAMARGO ◽  
FERNANDO ANTONIO CAMPELO SPENCER NETTO ◽  
ANDRÉ PEREIRA WESTPHALEN
Keyword(s):  
Porcine Model ◽  
Low Cost ◽  
Central Venous Access ◽  
Training Session ◽  
Hospital Setting ◽  
Venous Access ◽  
Human Anatomy ◽  
Swine Model ◽  
Central Venous ◽  
Hands On

ABSTRACT Introduction: simulation based teaching is a powerful tool in medical education, allowing hands on practice under a controlled environment and with repeated maneuvers. Central venous access venipuncture is one of the most frequent procedures carried out in the hospital setting, due to its various clinical indications and, when performed with the help of ultrasonography, the risk of adverse events is minimized. Aim: to develop, to describe and to test a porcine model that simulates the central venous access puncture aided by ultrasonography. Method: a low cost porcine model was developed to train medical students and residents on central venous access guided by ultrasonography. Both students and medical residents underwent a theoretical training regarding the model, followed by a hands-on training session. Afterwards, the participants assessed the model by answering a questionnaire. Results: there were 51 participants. The average score regarding the similarity between the model and the human anatomy was 9.15. When the characteristics were separately assessed, the mean scores regarding the similarity of the vessels, anatomic disposition and ultrasonographic characteristics as well as the venipuncture were, respectively, 9.27; 9.31; 9.54 and 8.86. Conclusion: The model was approved and considered appropriate for the training of central venous venipuncture by all the participants. Furthermore, it is a low cost, simple and reproducible model, that presents high similarity with the human anatomy. Therefore, it may be used as an aid to train people on ultrasonography guided central venous access.

scholarly journals STUDY OF GIT RELATED KOSHTHANGA W.S.R. TO PAKWASHAYA

2021 ◽  
Vol 9 (7) ◽  
pp. 1466-1468
Author(s):  
Pallavi Gupta ◽  
Divya Nidhi
Keyword(s):  
Small Intestine ◽  
Large Intestine ◽  
Human Body ◽  
Alimentary Canal ◽  
Intestinal Tract ◽  
Human Anatomy ◽  
Specific Function ◽  
Partial Digestion ◽  
Complete Digestion ◽  
Absolute Knowledge

Human anatomy is the science where human body structures are designed to enable complete physiological action thus establishing homeostasis of the human body. Acharya Sushruta had a keen observation about the human body reflecting that without the absolute knowledge of Rachana Sharir. Chikitsak cannot be considered an expert. In Ayurveda, the part of G.I.T. is mentioned in Koshthanga by various Acharya. These Koshthanga are Aamashaya, Pakwashaya, Purishdhara, Uttarguda, Adharguda, Kshudrantra etc. which are situated within the koshtha. In modern anatomy, G.I.T. or Alimentary canal includes all the structures between the mouth and anus, forming a continuous passageway that includes the main organ of digestion, namely the stomach small intestine and large intestine, each part of the Gastric intestinal tract is adapted to its specific function. The 'oesophagus' function primarily to conduct food rapidly from the pharynx to the stomach mixing along with the digestive juic- es, carrying out partial digestion and then propelling the food into the duodenum is the function of the stomach small intestine is designed for complete digestion and absorption of nutrients. Absorption of water and electrolyte from the chyme to form solid faeces is the function of the large intestine. Pakwashaya is the main organ related to the site of Vata Dosha, Purishvaha srotas, Purishdhara kala, Koshthanga and Aashaya. Pakwashaya plays an important role in formation of urine and digestion of food. Keywords: Pakwashaya, Purish

scholarly journals Hands On Learning Tools For Engineering Mechanics

2020 ◽  
Author(s):  
Eric Constans ◽  
Jennifer Kadlowec ◽  
Beena Sukumaran ◽  
Paris von Lockette ◽  
Douglas Cleary
Keyword(s):  
Learning Tools ◽  
Hands On ◽  
Hands On Learning ◽  
Engineering Mechanics

Acquiring and Maintaining Competence in the Application of Extrication Cervical Collars by a Group of First Responders

2008 ◽  
Vol 23 (6) ◽  
pp. 530-536 ◽  
Author(s):  
Colin J. Ireland ◽  
Kathryn M. Zeitz ◽  
Franklin H.G. Bridgewater
Keyword(s):  
Skill Acquisition ◽  
Training Session ◽  
First Responders ◽  
First Aid ◽  
Cervical Collar ◽  
Prehospital Setting ◽  
Skill Retention ◽  
Spinal Immobilization ◽  
Hands On ◽  
Practical Session

AbstractIntroduction:Research on skill acquisition and retention in the prehospital setting has focused primarily on resuscitation and defibrillation. Investigation into other first aid skills is required in order to validate practices and support training regimes. No studies have investigated competency using an extrication cervical collar for cervical spine immobilization.Objective:This study was conducted to confirm that a group of first responders could acquire and maintain competency in the application of an extrication cervical collar over a 12-month period.Methods:Participants attended a standardized training session that addressed the theory of application of an extrication cervical collar followed by hands-on practice. The training was presented by the same instructor and covered the nine key elements necessary in order to be deemed competent in extraction cervical collar application. Following the practical session, the competency of the participants was assessed. Participants were requested not to practice the skill during the 12-month period. Following the 12-month period, their skills were re-assessed by the same assessor.Results:Of the 64 subjects who participated in the study, 100% were competent after the initial first assessment. Forty-one participants (64%) were available for the second assessment (12 months later); of these, 25 (61%) maintained competence.Conclusions:Although the sample size was small, this research demonstrates that first responders are able to acquire competence in applying an extrication cervical collar. However, skill retention in the absence of usage or re-training is poor. Larger studies should be conducted to validate these results. In addition, there is a need for research on the clinical practice and outcomes associated with spinal immobilization in the prehospital setting.

scholarly journals Anatomical Pattern of Dorsal Metatarsal Arteries in a Black Kenyan Population

2019 ◽  
Vol 36 (03) ◽  
pp. 169-173
Author(s):  
Thomas Amuti ◽  
Lee Oyugi ◽  
Innocent Ouko ◽  
Ibsen Ongidi ◽  
Julius Ogeng'o
Keyword(s):  
Anatomical Variations ◽  
Human Anatomy ◽  
Bilateral Asymmetry ◽  
Black Africans ◽  
Dorsalis Pedis Artery ◽  
Dorsal Interossei ◽  
Arcuate Artery ◽  
The Right ◽  
The University ◽  
Formalin Fixed

Introduction Knowledge of anatomical variations in the origin and in the course of the dorsal metatarsal arteries (DMTAs) is valuable for many procedures, including reconstructive surgeries and flap selection. However, there is a paucity of data on these arteries among black Africans. Materials and Methods The present study studied the origin and the location of DMTAs in 30 formalin-fixed cadaveric feet of adult black Kenyans at the Department of Human Anatomy of the University of Nairobi, Nairobi, Kenya. Results Dorsal metatarsal arteries were present in all of the cases. Of the right dorsalis pedis artery (DPA), in the majority of the cases, the 1st DMTA arose as the continuation of the DPA, while the 2nd to 4th DMTAs were given off as branches from the arcuate artery (AA). On the left feet, in the majority of the cases, the 1st DMTA arose as the continuation of the DPA, while the rest were given off as branches from the AA. In relation to the dorsal interossei muscles, all of the the arteries were either within the muscle fibers (53%) or beneath them (47%), on the right side. On the left side, the 1st DMTA was above the muscles in 40% of the cases; within the muscles in 53%; and beneath the muscles in 7%. The 2nd and 3rd DMTAs were above the muscles in 57% and in 53% of the cases, respectively. Conclusion These results reveal that the DMTAs show variation in their origin and position relative to the dorsal interossei muscles. These variations display bilateral asymmetry.

3D PRINTING TECHNOLOGY IN HUMAN ANATOMY MODERN TEACHING AND LEARNING

2019 ◽  
Vol 1 ◽  
pp. 234
Author(s):  
Dzintra Kazoka ◽  
Mara Pilmane
Keyword(s):  
3D Printing ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Human Anatomy ◽  
Anatomical Models ◽  
Printing Technology ◽  
3D Printing Technology ◽  
Medical Study ◽  
Study Process ◽  
Teaching Learning

There are various combinations of 3D printing technology and medical study process. The aim of this study was to summarize our first experience on 3D printing and outline how 3D printed models can be successfully used in Human Anatomy modern teaching and learning. In 2018 autumn semester, together with traditional methods, a three-dimensional (3D) printing has been introduced into Human Anatomy curriculum at Department of Morphology. In practical classes 39 groups of students from Faculty of Medicine 1st year together with 3 tutors used 3 different open source softwares to create anatomical models and prepared them for printing process. All anatomical models were produced using an FDM 3D printer, a Prusa i3 MK2 (Prusa Research). As methods for data collection were used our observational notes during teaching and learning, analysis of discussions between tutors and students, comments on the preparing and usability of the created and printed models. 3D printing technology offered students a powerful tool for their teaching, learning and creativity, provided possibility to show human body structures or variations. Presented data offered valuable information about current situation and these results were suitable for the further development of the Human Anatomy study course.

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