MyMedR

Using digital photography to facilitate learning for medical students

Loh KY, Boo NY, Cheong SK

Med Educ, 2012 Nov;46(11):1120-1.

PMID: 23078710 DOI: 10.1111/medu.12043

Matched MeSH terms: Anatomy/education

Anatomy learning styles and strategies among Jordanian and Malaysian medical students: the impact of culture on learning anatomy

Mustafa AG, Allouh MZ, Mustafa IG, Hoja IM

Surg Radiol Anat, 2013 Jul;35(5):435-41.

PMID: 23292088 DOI: 10.1007/s00276-012-1067-z

The study aims to investigate anatomy learning styles and strategies of Jordanian and Malaysian medical students at the Jordan University of Science and Technology.

Matched MeSH terms: Anatomy/education*

The use of multiple-choice tests in anatomy: common pitfalls and how to avoid them

Vahalia KV, Subramaniam K, Marks SC, De Souza EJ

Clin Anat, 1995;8(1):61-5.

PMID: 7697515

Multiple-choice questions (MCQ) are widely used to evaluate students in the health sciences, including anatomy. Unusual responses in 90 simple MCQ examinations have been identified and classified as to cause, including a number of illustrated examples. About one-quarter of these errors were attributable to the teacher and could have been avoided by a critical analysis of the questions before use. The increasing use of sophisticated formats of the MCQ in medical education indicates that teachers need to analyze their questions more carefully before and after actual tests to minimize errors.

Matched MeSH terms: Anatomy/education*

Training surgeons to teach anatomy: an innovative approach

Azer SA

Med Educ, 2010 Nov;44(11):1128-9.

PMID: 20946493 DOI: 10.1111/j.1365-2923.2010.03836.x

Matched MeSH terms: Anatomy/education*

Fulltext Modeling the anatomy and function of the pelvic diaphragm and perineal body using a "string model"

B SN, Rodenbaugh DW

Adv Physiol Educ, 2008 Jun;32(2):169-70.

PMID: 18539862 DOI: 10.1152/advan.00106.2007

Matched MeSH terms: Anatomy/education*

A midlecture student seminar: an activity to break the monotony

Mohandas Rao KG

Adv Physiol Educ, 2006 Dec;30(4):262-263.

PMID: 17108258

Matched MeSH terms: Anatomy/education*

The role of student surgical interest groups and surgical Olympiads in anatomical and surgical undergraduate training in Russia

Dydykin S, Kapitonova M

Anat Sci Educ, 2015 Sep-Oct;8(5):471-7.

PMID: 25688979 DOI: 10.1002/ase.1523

Traditional department-based surgical interest groups in Russian medical schools are useful tools for student-based selection of specialty training. They also form a nucleus for initiating research activities among undergraduate students. In Russia, the Departments of Topographical Anatomy and Operative Surgery play an important role in initiating student-led research and providing learners with advanced, practical surgical skills. In tandem with department-led activities, student surgical interest groups prepare learners through surgical competitions, known as "Surgical Olympiads," which have been conducted in many Russian centers on a regular basis since 1988. Surgical Olympiads stimulate student interest in the development of surgical skills before graduation and encourage students to choose surgery as their postgraduate specialty. Many of the participants in these surgical Olympiads have become highly qualified specialists in general surgery, orthopedic surgery, neurosurgery, urology, gynecology, and emergency medicine. The present article emphasizes the role of student interest groups and surgical Olympiads in clinical anatomical and surgical undergraduate training in Russia.

Matched MeSH terms: Anatomy/education*

Model construction by students within an integrated medical curriculum

Barling PM, Ramasamy P

Clin Teach, 2011 Mar;8(1):37-42.

PMID: 21324071 DOI: 10.1111/j.1743-498X.2010.00419.x

This paper presents our experience of running a special study module (SSM) in the second semester of the first year of our 5-year medical programme, worth 10 per cent of that semester's assessment, in which each student constructs an individually selected model illustrating a specific aspect of the teaching course.

Matched MeSH terms: Anatomy/education

Design, Implementation, and Evaluation of a Simulation-Based Clinical Correlation Curriculum as an Adjunctive Pedagogy in an Anatomy Course

Coombs CM, Shields RY, Hunt EA, Lum YW, Sosnay PR, Perretta JS, et al.

Acad Med, 2017 04;92(4):494-500.

PMID: 27680320 DOI: 10.1097/ACM.0000000000001387

PROBLEM: Because reported use of simulation in preclinical basic science courses is limited, the authors describe the design, implementation, and preliminary evaluation of a simulation-based clinical correlation curriculum in an anatomy course for first-year medical students at Perdana University Graduate School of Medicine (in collaboration with Johns Hopkins University School of Medicine).

APPROACH: The simulation curriculum, with five weekly modules, was a component of a noncadaveric human anatomy course for three classes (n = 81 students) from September 2011 to November 2013. The modules were designed around major anatomical regions (thorax; abdomen and pelvis; lower extremities and back; upper extremities; and head and neck) and used various types of simulation (standardized patients, high-fidelity simulators, and task trainers). Several methods were used to evaluate the curriculum's efficacy, including comparing pre- versus posttest scores and comparing posttest scores against the score on 15 clinical correlation final exam questions.

OUTCOMES: A total of 81 students (response rate: 100%) completed all pre- and posttests and consented to participate. Posttest scores suggest significant knowledge acquisition and better consistency of performance after participation in the curriculum. The comparison of performance on the posttests and final exam suggests that using simulation as an adjunctive pedagogy can lead to excellent short-term knowledge retention.

NEXT STEPS: Simulation-based medical education may prove useful in preclinical basic science curricula. Next steps should be to validate the use of this approach, demonstrate cost-efficacy or the "return on investment" for educational and institutional leadership, and examine longer-term knowledge retention.

Matched MeSH terms: Anatomy/education*

Anatomy education environment measurement inventory: A valid tool to measure the anatomy learning environment

Hadie SNH, Hassan A, Ismail ZIM, Asari MA, Khan AA, Kasim F, et al.

Anat Sci Educ, 2017 Sep;10(5):423-432.

PMID: 28135037 DOI: 10.1002/ase.1683

Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment, valuable information can be obtained to facilitate improvements in teaching and learning. Hence, it is important to use a valid inventory that specifically measures attributes of the anatomy education environment. In this study, a new 11-factor, 132-items Anatomy Education Environment Measurement Inventory (AEEMI) was developed using Delphi technique and was validated in a Malaysian public medical school. The inventory was found to have satisfactory content evidence (scale-level content validity index [total] = 0.646); good response process evidence (scale-level face validity index [total] = 0.867); and acceptable to high internal consistency, with the Raykov composite reliability estimates of the six factors are in the range of 0.604-0.876. The best fit model of the AEEMI is achieved with six domains and 25 items (X2 = 415.67, P

Matched MeSH terms: Anatomy/education*

Using Electronic Tools and Resources to Meet the Challenges of Anatomy Education in Sub-Saharan Africa

Gbolahan Balogun W

Anat Sci Educ, 2019 Jan;12(1):97-104.

PMID: 30255559 DOI: 10.1002/ase.1831

Anatomy education forms the foundation of a successful medical education. This has necessitated the development of innovative ideas to meet up with current realities. Despite these innovative ideas, there are challenges facing anatomy education, especially in sub-Saharan Africa. Problems such as inadequate teaching experts and outdated curricula have made anatomy education in sub-Saharan Africa uninviting and disinteresting. Several interventions have been suggested, such as the procurement of teaching tools and upgrading of teaching infrastructure. However, in this age of information technology; anatomy education, especially in sub-Saharan Africa could benefit from the integration of electronic tools and resources. This article explores the electronic tools and resources such as three-dimensional printing, educational games, and short videos that are readily available for the teaching of anatomy in sub-Saharan Africa. The author concludes by discussing how these electronic tools and resources can be used to address many of the challenges facing anatomy education in sub-Saharan Africa.

Matched MeSH terms: Anatomy/education*

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