STUDENTS’ PERCEPTION OF ONLINE GROSS ANATOMY LABORATORY CLASSES VIA ZOOM TECHNOLOGY

BACKGROUND During the 1st semester of 2020 the unit ‘Functional Anatomy of the Trunk’ was re-designed and taught online, in response to the COVID-19 virus lockdown. AIMS The aim of this study was to investigate whether the use of computer based online support tools (as replacement of the traditional cadaver based laboratory learning), in conjunction with a focused period of synchronous Zoom delivery, achieved student outcomes and learning experience. DESCRIPTION OF INTERVENTION The curriculum of the unit deals with the gross anatomy of the human trunk. The unit was taught in small groups (around 30 students) and entirely online with Zoom technology. DESIGN AND METHODS N=41 first year students participated in this study and were invited at the conclusion of the unit to complete an anonymous opinion-based survey (via Qualtrics). Student grades and learning management system analytics was also analysed. RESULTS Preliminary results indicate that students’ perception of the online gross anatomy laboratory learning was positive and extended their learning. However, the online learning platform has its limitations, not using real bodies makes it harder to appreciate the 3D relationships between structure and function. CONCLUSIONS Students’ perception of online learning as a replacement of the traditional gross anatomy laboratory was surprisingly positive. Most agreed that it provided valuable insights and improved their understanding of anatomy as well as helped with the application of anatomical knowledge. Equally so, they strongly agreed that the online 2D learning experience was less engaging and interesting than learning using real bodies

The effects of intramuscular tenotomy on the lengthening characteristics of tibialis posterior: high versus low intramuscular tenotomy

BACKGROUND: Lengthening of soft-tissue contractures is frequently required in children with a wide variety of congenital and acquired deformities. However, little is known about the biomechanics of surgical procedures which are commonly used in contracture surgery, or if variations in technique may have a bearing on surgical outcomes. We investigated the hypothesis that the site of intramuscular tenotomy (IMT) within the muscle-tendon-unit (MTU) of the tibialis posterior (TP) would affect the lengthening characteristics. METHODS: We performed a randomized trial on paired cadaver tibialis posterior muscle-tendon-units (TP-MTUs). By random allocation, one of each pair of formalin-preserved TP-MTUs received a high IMT, and the other a low IMT. These were individually tensile-tested with an Instron(®) machine under controlled conditions. A graph of load (Newtons) versus displacement (millimetres) was generated for each pair of tests. The differences in lengthening and load at failure for each pair of TP-MTUs were noted and compared using paired t tests. RESULTS: We found 48% greater lengthening for low IMT compared to high IMT for a given load (P = 0.004, two tailed t test). Load at failure was also significantly lower for the low IMT. These findings confirm our hypothesis that the site of the tenotomy affects the amount of lengthening achieved. This may contribute to the reported variability in clinical outcome. CONCLUSIONS: Understanding the relationship between tenotomy site and lengthening may allow surgeons to vary the site of the tenotomy in order to achieve pre-determined surgical goals. It may be possible to control the surgical "dose" by altering the position of the intramuscular tenotomy within the muscle-tendon-unit

General Anatomy: Principles and Applications

General Anatomy: Principles and Applications is the first book published from the An@tomedia modular learning resource. Designed as an introduction to the principles of anatomy, General Anatomy ensures complete understanding of the foundations of anatomical knowledge and its practical orientation. ISBN: 978007013467

Differences and similarities in muscle architecture of fibularis longus and brevis—An observational descriptive cross-sectional and feasibility study

Abstract Background The fibularis longus (FL) muscle is larger in volume than fibularis brevis (FB) and is therefore claimed to be the stronger evertor of the two. Clinical observation of FL and FB tendon rupture show that injury to the FB has a serious negative effect on hindfoot eversion. This implies that the FB is the stronger and more important evertor. The strength of a muscle is not purely based on its volume, and the observed discrepancy between the FB and FL may be due to differences in muscle architecture. This study compares the muscle architecture of FL with FB. Methods Sixteen legs from eight formaldehyde-fixed human specimens, mean age 83 (range 72–89) years, were dissected. The volume, fibre lengths and fibre pennation angles for both muscles were measured and the physiological cross-sectional area (PCSA) was calculated. Results The FL was always larger than the FB, with an individual difference in volume that varied from 1.4 to 4.6 times larger with a mean difference of 17 ml (95% CI 14–20; p < 0.001). Mean fibre lengths were 9 mm (95% CI 2–16; p = 0.015) longer in FL than in FB. The mean pennation angle was 9.6 degrees in FL and 8.8 degrees in FB, this difference was not significant (p = 0.32). The mean PCSA for FL was 3 cm2 (95% CI 2–4) larger than for FB (p < 0.001). Conclusions With our sample set, the hypothesis that the muscle architecture can explain the clinical discrepancy between the FL and FB, was not supported. The difference in hindfoot eversion might instead depend on the different moment arms of FL and FB and the effect forefoot abduction has on hindfoot eversion

Anatomic assessment of hand circulation in harvesting the radial artery

AbstractJ Thorac Cardiovasc Surg 2001;122:178-8

First year student perception and experience of online topographical anatomy laboratory classes using Zoom technology during the COVID-19 pandemic

During semester one of 2020, the units ‘Functional Anatomy of the Trunk’ and ‘Functional Anatomy of the Limbs’ which focus on human topographical anatomy were re-designed into an online delivery format and taught remotely in response to the COVID-19 lockdown. It was expected that the move to remote teaching would negatively impact student perception and learning experience, in particular that of the cadaver-based laboratory work. The aim of this study was to investigate whether the replacement of traditional face-to-face cadaver-based anatomy laboratories with an online version using digital anatomy resources and Zoom technology as the communication platform would achieve comparable student learning experience and outcomes. First Year Students (n=69) enrolled in these units were invited to participate in this study and were asked at the conclusion of each unit to complete an anonymous opinion-based survey via Qualtrics. The Qualtrics data, student grades and Learning Management System (LMS) statistics were analysed. Results indicate that student perception of the online gross anatomy laboratory learning was positive and that it had complemented their learning. Most students agreed that as a visual learning resource, it provided an improved understanding of anatomy and helped with the application of anatomical knowledge. Interestingly, student performance showed a similar range of marks compared with previous years. However, students strongly agreed that the online 2D learning experience had significant limitations when compared to live use of cadavers in laboratories

Utilising computer based learning to complement class teaching of gross anatomy

This study examines the use of three computer programs designed for the study of gross anatomy; An@tomedia Online, AnatomyTV, and Thieme, as in-class learning support programs within the newly adopted “Block model” of teaching delivery at Victoria University. Victoria University is the first and only Australian university to have introduced a block model of education. With the introduction of ‘The Block Teaching Model’ the focus of the use of in-class time towards meaningful and active learning has become paramount. We used these programs as in-class student-centered inquiry based learning activity. The aim of this research was to investigate how the use of these programs impact on student engagement and student experience in their study of gross anatomy which is now offered in a time-compressed block teaching method. An opinion-based survey using the Qualtrics software was conducted at the end of each anatomy unit teaching block of semester 1 in 2019. The survey was distributed to all students enrolled in the unit. Results indicate that all programs used were viewed as making a positive contribution to student learning. The use of An@tomedia Online was particularly helpful in assisting first-year students studying gross anatomy with the interpretation of laboratory-based prosected cadaveric material within the new teaching context