Consent in body donation

This article explores potential threats to the valid-ity of consent in body donation and potential re-sponses to such threats. To minimize abstract generalizations, the article draws particularly on United Kingdom regulations but each of the issues it explores is applicable in many countries. Meth-ods used were searches of relevant (e.g., medical ethical) literatures using pertinent search terms (e.g., consent) and discussions with multiple stake-holders (e.g., family members of body donors). The main threats identified were: (1) failing to ade-quately acknowledge relatives’ roles in donation, particularly as donation often cannot be completed without relatives’ active participation; (2) failing to ensure that donors are informed enough to be able to give valid consent, especially given ‘specification’ and ‘temporality’ problems inherent in establishing consent for body donation; and (3) failing to genuinely prioritize donors’ motives and concerns during and after obtaining their consent. Possible ways of countering these threats include layering information given and made available to potential donors and having donors consent not to ‘donation and anything that might follow’, but in-stead to ‘relative-acknowledged donation, selective explicit consent, and delegated decision-making’. The latter involves donors specifying and relatives acknowledging donors’ key preferences and prohi-bitions, among which is nomination or acceptance of specified proxies who may make decisions on donors’ behalf after their death. By making such changes, the validity of consent for body donation could be substantially improved in ways that also increase respect for both donors and their autono-my. These changes may also increase the number of completed donations

The context of learning anatomy: does it make a difference?

This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both ~ 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P = 0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P = 0.015 and P = 0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P = 0.007), struggled to remember what they did last semester (P = 0.032) and were not confident in their knowledge base (P = 0.0001). All students responded strongly to the statement 'I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional'. A strong response to this statement was associated with students adopting a deep approach (P = 0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions

Learning clinical anatomy

SUMMARY This article places the student at the center of their own learning experience. It draws together research to enable us to put forward a theoretical framework of best practice for student learning of clinical anatomy in a modern medical curricula. Anatomical knowledge involves both propositional knowledge and non-technical knowledge. For knowledge to be gained it must be contextualized and the content matter engaged with in a way that creates meaning for the students. From a neuroanatomical basis, this involves memory processing at a synaptic level within the circuitry of the hippocampus. It is important to recognize learners as individuals with their own personality traits and spatial ability. Both of which have been shown to influence the learning of anatomy. Students can vary the way they go about learning, they may utilize a surface, deep and/or strategic learning approach. It is quite possible that each student’s approach will differ depending on their personal experience. Approach will also vary at different points of their learning journey, because in higher education, students are free to engage in a wide range of learning activities. At some point in the future students may need to relearn or reconfigured their knowledge because the initial route to understanding is superseded by either a greater need or a more sophisticated line of reasoning, for example, knowledge can be challenged via more complex clinical scenarios. Knowledge consolidation is the next stage for students/trainees and this involves embedding the restructured learning and using it in practice. This stage will vary in time depending on the content it may occur during education or many years later. Anatomy learning is a personalized journey for the individuals. However, it is the role of the educators to aid learners in the development of a education framework that makes their learning effective, meaningful and stimulating

Pedagogic research in anatomical sciences: a best practice guide

This article explores the background of anatomical educational research. It draws together research and our own personal experiences to propose a best practice piece for novice researchers in anatomical education. The article explores the domains of both qualitative, and quantitative methods as applied to anatomy pedagogy. It takes into consideration validity and what might be undertaken to increase validity and reliability. The article explores how both qualitative and quantitative data can be analysed and recommends top tips including: Identify your research questions and theoretical framework. Map out how you are going to answer your research questions. Consider collaborating with like-minded researchers in other countries: multi-centre studies have a better chance of getting published and carefully consider your target journal and suggestions for peer review, taking into consideration individuals expertise and potential conflicts of interests. This article is designed to be a guide to anyone starting anatomical research or experienced researchers looking for new methods and ideas

Acute alcohol administration dampens central extended amygdala reactivity.

Alcohol use is common, imposes a staggering burden on public health, and often resists treatment. The central extended amygdala (EAc)-including the bed nucleus of the stria terminalis (BST) and the central nucleus of the amygdala (Ce)-plays a key role in prominent neuroscientific models of alcohol drinking, but the relevance of these regions to acute alcohol consumption in humans remains poorly understood. Using a single-blind, randomized-groups design, multiband fMRI data were acquired from 49 social drinkers while they performed a well-established emotional faces paradigm after consuming either alcohol or placebo. Relative to placebo, alcohol significantly dampened reactivity to emotional faces in the BST. To rigorously assess potential regional differences in activation, data were extracted from unbiased, anatomically predefined regions of interest. Analyses revealed similar levels of dampening in the BST and Ce. In short, alcohol transiently reduces reactivity to emotional faces and it does so similarly across the two major divisions of the human EAc. These observations reinforce the translational relevance of addiction models derived from preclinical work in rodents and provide new insights into the neural systems most relevant to the consumption of alcohol and to the initial development of alcohol abuse in humans

Social media guidelines: a review for health professionals and faculty members

Background The rising societal use of social media has encouraged health professionals to use social media in their professional activities; however, this can be a daunting task, particularly for those who are uncertain about the boundaries for the professional use of social media. This article summarises the guidelines provided by medical governing bodies on social media use and provides practical advice on how social media can be used, which is transferrable across the health professions. Methods Nine guidance documents published by medical governing bodies in major international English‐speaking countries were reviewed and analysed to identify their key common messages. Findings Five key themes were identified across all of the guidance documents, as follows: maintain patient confidentiality; defamation is unacceptable; privacy cannot be guaranteed; responsibility to maintain public trust; and reasons to use social media. Conclusions The guidelines predominantly focus on the risks of using social media. Although this is necessary, it is likely to inhibit the exploration of the potential uses of social media in health care education and practice. All of the guidance documents from governing bodies encourage the use of social media to engage with patients and to network with colleagues; however, there is relatively little practical guidance on how to use social media as a health professional. This article offers some practical advice for faculty members who wish to run development sessions on how to use social media for professional purposes

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Learning anatomy - a pain in the neck?

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Interplays of psychometric abilities on learning gross anatomy

In recent years, there has been international debate concerning how students learn anatomy. The rapid increase in scientific knowledge has put pressure on the place of anatomy within the medical and allied health professional curricula, as well as the design and structure of anatomy courses. In this regard, relatively little is known about what medical and allied health professions students want from an anatomy course or how they learn it. To assess students’ learning approaches and perceptions of anatomy, a series of psychometric tests were administered to Medical (n=82), Podiatry (n=21), and Pharmacy (n=74) students in the United Kingdom. Analysis of the Anatomy Learning Experience (ALE) questionnaire revealed a predominantly positive attitude towards anatomy and the dissection room, with most valuing cadaveric dissection and not regarding it as a daunting environment. Further to this, analysis of the Approaches to Studying Inventory for Students (ASSIST) revealed predominant preferences for strategic and deep approaches. Personality traits were associated with certain learning approaches; neuroticism with surface (p=0.038), conscientiousness with both a deep and strategic approach (p=0.000 and p=0.060 respectively). Certain personality traits were also found to be associated with anatomy experience e.g. neuroticism and achievement striving felt the most effective way to learn was to get their hands in and feel for structures (p=0.044 and p=0.012 respectively). This study concludes that undergraduate students of medicine, podiatry and pharmacy learn anatomy in slightly different ways. Preparation for classroom activities should centre on the promotion of an optimum learning environment and teaching strategies which promote a deep approach to learning. Understanding students’ personality and learning experiences should help teachers improve the students’ learning of anatomy for effective application to clinical practice

Scenario Analysis: Risk and Return of Aluminium Tolerant Lucerne

Lucerne (Medicago sativa) yield is limited by aluminium stress associated with acid soils (Campbell et al. 1988; Scott et al. 2008). With the aid of transgenic technologies, the development of aluminium tolerant (Al Tol) lucerne is proposed. Modelled scenario analysis was conducted to explore the potential net benefits of Al Tol lucerne as part of a grazing system for a sheep production system in the high rainfall zone of south west Victoria