Relationship of creative projects in anatomy to medical student professionalism, test performance and stress: an exploratory study

<p>Abstract</p> <p>Background</p> <p>The anatomy course offers important opportunities to develop professionalism at an early stage in medical education. It is an academically significant course that also engenders stress in some students.</p> <p>Methods</p> <p>Over a three-year period, 115 of 297 students completed creative projects. Thirty-four project completers and 47 non-completers consented to participate in the study. Projects were analyzed for professionalism themes using grounded theory. A subset of project completers and non-completers were interviewed to determine their views about the stress of anatomy and medical school, as well as the value of the creative projects. We also compared test performance of project completers and non-completers.</p> <p>Results</p> <p>Projects completed early in the course often expressed ambivalence about anatomy, whereas later projects showed more gratitude and sense of awe. Project completers tended to report greater stress than noncompleters, but stated that doing projects reduced stress and caused them to develop a richer appreciation for anatomy and medicine. Project completers performed significantly lower than non-completers on the first written exam (pre-project). Differences between groups on individual exams after both the first and second creative project were nonsignificant.</p> <p>Conclusion</p> <p>For some students, creative projects may offer a useful way of reflecting on various aspects of professionalism while helping them to manage stress.</p

International Consensus Statement on Rhinology and Allergy: Rhinosinusitis

Background: The 5 years since the publication of the first International Consensus Statement on Allergy and Rhinology: Rhinosinusitis (ICAR‐RS) has witnessed foundational progress in our understanding and treatment of rhinologic disease. These advances are reflected within the more than 40 new topics covered within the ICAR‐RS‐2021 as well as updates to the original 140 topics. This executive summary consolidates the evidence‐based findings of the document. Methods: ICAR‐RS presents over 180 topics in the forms of evidence‐based reviews with recommendations (EBRRs), evidence‐based reviews, and literature reviews. The highest grade structured recommendations of the EBRR sections are summarized in this executive summary. Results: ICAR‐RS‐2021 covers 22 topics regarding the medical management of RS, which are grade A/B and are presented in the executive summary. Additionally, 4 topics regarding the surgical management of RS are grade A/B and are presented in the executive summary. Finally, a comprehensive evidence‐based management algorithm is provided. Conclusion: This ICAR‐RS‐2021 executive summary provides a compilation of the evidence‐based recommendations for medical and surgical treatment of the most common forms of RS

Orientation lesson in anatomy education

PubMed ID: 15517261Dissection of a human body during an anatomy course raises questions about invasion of privacy, cadaver sources, dying and death for medical students. The technical orientation in any medical education process tends to motivate students towards a purely biological view of the human body. An orientation lesson was performed, including technical instructions, with particular emphasis on how to deal with emotions. Two hundred and forty-two second-year students were asked to complete a questionnaire and two State-Trait Anxiety Inventory (STAI) self-reports. One hundred and two students participated in an orientation lesson (group A) and 140 students did not (group B). Data were analyzed using SPSS. The t-test and chi-square test were used to evaluate differences between the groups. Group A students showed significantly better performance in both a verbal anatomy examination and multiple-choice test than group B students (p=0.001). There were no differences between group A and B students in the state and trait anxiety levels, willingness to donate their body or organs, belief in life after death, social activity or gender. The goal of including consideration of psychosocial factors in an anatomy course would allow students a thoughtful interpretation of their laboratory experience in the context of their professional development as physicians. © Springer-Verlag 2004

Anatomical variations of the frontal and supraorbital transcranial passages

WOS: 000180506800003PubMed ID: 12544215In this study, 500 frontal and supraorbital transcranial passages were studied in 50 cadavers and 200 crania of 500 samples. One hundred six specimens had a frontal foramen (notch), and all the samples had a supraorbital foramen (notch). The frontal passage was a foramen in 7 samples and a notch in 99 samples. As for the supraorbital passage, it was found as a foramen in 133 of specimens and as a notch in 358 of specimens. In 9 of the specimens, there were double notches or foramina. The distances from the foramina (notches) to angulus oculi medialis were measured in the cadavers. The average distance from the angulus oculi medialis to the frontal foramen (notch) was 4.50 mm, and the average distance to the supraorbital foramen (notch) was 9.87 mm. The distances from the foramina (notches) to the midline were measured in the crania. The average distances from the midline to the frontal foramen (notch) and the supraorbital foramen (notch) were 20.24 mm and 25.23 mm, respectively. The average distance between the frontal foramen (notch) and supraorbital foramen (notch) was 5.37 mm in cadavers and 4.99 mm in crania. In 200 crania, the distances of the frontal and supraorbital transcranial passages to the midline were measured. Types of these passages were also evaluated, and frequencies were calculated. Measurements were made using a digital compass, and the student t test was used in the statistical evaluation of results