Development of a Near Peer Clinical Anatomy Review Session during the Surgery Clerkship: Pre- and Post-Test Results among Third Year Medical Students

Introduction. The amount of time teaching anatomy during medical school has decreased. Our aim was to design a review of anatomy relevant to general surgery to increase third-year medical students’ confidence identifying anatomical structures in the operating room. Methods. A formalin-embalmed cadaver-based review of anatomy was created and taught in near-peer fashion to third-year medical students. An anonymous survey and anatomy test were administered to participants pre- and post-session. The survey and test were designed to evaluate anatomy knowledge as well as student confidence identifying structures in the operating room. Survey data were compared using the Wilcoxon signed rank test. Results. Seventy third-year medical students completed the anatomy review. There was a statistically significant improvement in students’ confidence levels (p < 0.001) identifying structures in the operating room and in anatomy test scores (p < 0.001). Subjectively, students were thankful for the review session and found it helpful. Conclusions. This near-peer review session designed at our institution was successful in improving immediate anatomy test scores and confidence levels identifying structures in the operating room

Post Mortem Computed Tomography: An innovative tool for teaching anatomy within pre-registration nursing curricula

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.Background There is significant change throughout the world regarding Post Mortem Computed Tomography (PMCT) as an adjunct or a replacement to the traditional invasive autopsy. Of interest, is the ability to demonstrate visually two and three dimensional normal soft tissue, organ and skeletal anatomy, as well as natural disease and trauma pathology. Objectives The objective was to compare formal traditional methods of teaching anatomy and pathology (pictures and diagrams) to pre-registration student nurses with supplementary PMCT 2/3D generated images, videos and printed anatomical models. The specific objective was to determine if these tools would increase the students’ perception of their understanding and learning experience of the subject area. Design A quasi-experimental within-subject design was chosen. Setting A School of Nursing and Midwifery within a Higher Education Institution in the UK. Participants Purposeful sampling of 57 voluntary informed consented pre-registration student nurses. Method Students were initially exposed to teaching of normal anatomy and common fractures using traditional methods. Data was then collected following the teaching session using a questionnaire entailing both quantitative and qualitative elements. The teaching session was then repeated with the same students but with the inclusion of PMCT of all the same normal anatomy and fractures. Data was then collected again using the same questionnaire. Both questionnaires were then compared. Results The quantitative findings proved highly significantly proved (P = < 0.01) that the inclusion of Post Mortem Computed Tomography when teaching normal anatomy and pathology increases preregistration nursing students’ perception of their understanding and learning experience. The qualitative results revealed three positive themes concerning visual learning, realism and patient empathy. Conclusion Including Post Mortem Computed Tomography imagery enables nurse academics to provide students with a virtual tour of the human body and a rich, authentic learning experience of a real individual who experienced a relevant clinical scenario that nurses are likely to encounter in their careers

Resident Education in Principles and Technique of Bowel Surgery Using an Ex-Vivo Porcine Model

Objective. improve competency of residents with lysis of adhesion (LOA) and bowel surgery using a porcine model. Study Design. Pig bowel was removed at time of an anatomy laboratory, cleansed, and used to demonstrate surgical techniques and principles of LOA, repair of enterotomy, bowel resection, and anastomosis. Participants were surveyed pre- and posttraining session using 10 point Likert scale. Results. Thirty one residents at varying levels of training participated. After the training session, there was a significant improvement noted in mean scores for comfort level with LOA (6.3 versus 7.7, P = .007), comfort level with enterotomy repair (2.8 versus 6.4, P < .0001), understanding principles of LOA (5.0 versus 7.7, P < .0001), understanding principles of enterotomy repair (3.5 versus 7.0, P < .0001), and familiarity with instruments used (5.8 versus 7.3, P = .01). Conclusion. Training sessions using ex-vivo porcine model improve resident perception of knowledge and comfort with LOA and enterotomy repair

Medical Student Dissection of Cadavers Improves Performance on Practical Exams but not on the NBME Anatomy Subject Exam

We have examined whether cadaver dissection by first year medical students (MIs) affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only), and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was learned from the partner-prosected cadavers. Performance for each student on the exams was then assessed as a function of the regions those students actually dissected. While the results indicated a small performance advantage for MIs answering questions on material they had dissected on the NBME Subject Exam questions relevant to dissection (78-88% of total exam), the results were not statistically significant. However, a similar, small performance advantage on the course practical exams was highly significant

The physiologic correlates of learning in the classroom environment

This study served to further investigate learning and memory, and to offer a potential tool to support educational interventions. More specifically, this was accomplished by an investigation of the physiologic changes in the brain that occurred while students learned medical anatomy. A group of 29 students taking the Gross Anatomy course at Boston University School of Medicine participated in the study. Testing occurred in two sessions: prior to the course and at the completion of the course. For each session, scalp EEG was recorded while participants were shown 176 anatomical terms (132 relevant to the course and 44 obscure) and asked to respond with "Can Define", "Familiar", or "Don't Know". Behavioral results indicated a positive correlation between participants' course grades and performance on the experimental tasks. EEG results were analyzed for event-related potential (ERP) components related to two memory components: familiarity and recollection. Results had a number of indications. For Don't Know responses, a stronger early frontal, late parietal, and late frontal effect occurred more so for terms of Session 1 compared to Session 2. For an analysis of just Session 2 data, results indicated increased activity of the early frontal, late parietal, and late frontal effects for Can Define responses only. Session 2 Can Define responses elicited a stronger early frontal ERP, occurring between 300 and 500 milliseconds yet, the most post-retrieval processing and monitoring appeared for Can Define terms of Session 2. Ultimately, we focused on investigating two points: 1) the effect of classroom learning on memory, and 2) the examination of ERPs as a tool to guide education interventions. Specifically, ERPs would potentially indicate markers to predict whether students would retain materials long before behavioral measures indicate these results. This has potential to determine whether long-lasting or transient learning will occur; as well as the potential to support early intervention strategies for not just students, but also individuals with learning disabilities or memory impairments

Art and Medicine: A Collaborative Project Between Virginia Commonwealth University in Qatar and Weill Cornell Medicine in Qatar

Four faculty researchers, two from Virginia Commonwealth University in Qatar, and two from Weill Cornell Medicine in Qatar developed a one semester workshop-based course in Qatar exploring the connections between art and medicine in a contemporary context. Students (6 art / 6 medicine) were enrolled in the course. The course included presentations by clinicians, medical engineers, artists, computing engineers, an art historian, a graphic designer, a painter, and other experts from the fields of art, design, and medicine. To measure the student experience of interdisciplinarity, the faculty researchers employed a mixed methods approach involving psychometric tests and observational ethnography. Data instruments included pre- and post-course semi-structured audio interviews, pre-test / post-test psychometric instruments (Budner Scale and Torrance Tests of Creativity), observational field notes, self-reflective blogging, and videography. This book describes the course and the experience of the students. It also contains images of the interdisciplinary work they created for a culminating class exhibition. Finally, the book provides insight on how different fields in a Middle Eastern context can share critical /analytical thinking tools to refine their own professional practices

Including Social Service Clients in the Organizational Decision Making Process

Empowerment of clients is a goal of many social service organizations and yet a concept that is hard to define and often complicated to implement. This professional project looks at the importance and practice of empowering parents in a teenage pregnancy prevention program through a case study. A survey of parents supported the idea of empowering practices leading to parents becoming partners with the organization in the education of the community. In a qualitative study, this researcher offers the practice of taking empowerment a step further in asking participants of the program to take part in the decision of what should be next for the program

Working With Faith-Based Communities to Develop an Education Tool kit on Relationships, Sexuality, and Contraception

Communities disproportionately affected from higher rates of unplanned teen births are in need of sustainable approaches to prevention strategies. One approach is to build the capacity of faith-based communities (FBCs) to address the sexual health needs of the surrounding community. However there is a need for comprehensive, user-friendly resources designed for FBCs that provide critical decision-making information related to pregnancy prevention inclusive of contraception. Using community-based, theoretical and practice-informed strategies, we developed a user-friendly sexuality education tool kit in five phases: (1) building relationships with faith leaders; (2) piloting educational sessions within churches; (3) gaining insight from participating faith leaders; (4) creating the tool kit; and (5) collecting feedback from training and implementation. Our findings suggest faith leaders remained motivated to overcome perceived barriers by their mission to serve their communities. A sexuality education tool kit that is respectful and guided by the input of FBCs can be a viable and innovative approach to address teen pregnancy

Enseñanza de Anatomía de Superficie Mediante la Pintura Corporal

The present project on learning surface anatomy through the body painting method was undertaken because anatomical knowledge supports medical practice. The appropriate anatomical training of the doctor depends on surface anatomy. We considered the renovation of teaching strategies and didactic resources to optimize the overall teaching- learning process. 189 first-year medical students, enrolled in the Trunk and Splanchnology course at the University of Cádiz (Spain) participated in this study. Students were divided into 5 groups each of 38-41 students. The students were asked to complete a satisfaction questionnaire supplied to each participant through an on-line platform. On the basis of the results, we recommend the body painting method as an alternative tool for learning surface and clinical anatomy

Floor Mapping: A Novel Method of Integrating Anatomical Structure with Immunological Function

Session - Assessment (Abstract)This free journal suppl. entitled: Special Issue: Abstracts of the 13th Asia Pacific Medical Education Conference (APMEC) ... 2016The Biomedical Common Year 1 occurs prior to admission to the medical programme. Students achieving a grade point average over 6.0 are eligible for an admissions interview. The research question of the study was, “If students have a definite interest in becoming a future doctor in their premedical course, does this relate to their levels of motivation, competitiveness, perceived stress, quality of life and grade attainment?” A total of 1369 students who completed a high stakes biosciences assessment were asked to disclose their grade (converted to a numerical value) and to complete the Motivated Strategies for Learning Questionnaire, a World Health Organisation Quality Of Life (QoL) questionnaire, Perceived Stress Scale, and Revised Competitiveness Index. To explore differences between those students who aimed to be doctors vs those who did not, a binary logistic regression was conducted. Twenty five percent of students participated in the research. Significant predictors of course intention (medicine; other) were academic attainment, perceived stress, and physical and environmental QoL. Post hoc analyses revealed that perceived stress and physical QoL were moderating variables. Students with an intention to become a doctor tend to attain higher grades and have better environmental quality of life scores. This may indicate that students who are admitted into medical school gain higher grades but also likely come from more affluent and well-resourced backgrounds. Physical health problems and perceived stress are likely to moderate the impact of grade achievement, environmental QoL, competition and motivation.link_to_OA_fulltex