The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean ± SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper-year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/ technician-made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond. Anat Sci Educ 13: 378-386.
IntroductionMany undergraduate medical education (UME) programs have begun adopting point-of-care ultrasound (PoCUS) curricula, reflecting the increasing ubiquity of this technique across medical specialties. The structures of international PoCUS curricula have been extensively studied. However, the efficacy of these curricula to increase knowledge and confidence in PoCUS is less well-studied. We investigated whether a structured, small-group PoCUS teaching session consisting of pre-defined learning objectives, an introductory presentation, and a mandatory hands-on scanning component would increase pre-clerk knowledge of and confidence in PoCUS theory, use, and interpretation.MethodsA pre-post study was designed to assess changes in pre-clerk knowledge and confidence in PoCUS theory, use, and interpretation. Pre-clerks were recruited from the Hamilton campus of the Michael G. DeGroote School of Medicine at McMaster University. Pre-clerks were organized into four groups, with an average group size of seven learners. Two preceptors each taught two groups. Sessions included an introductory PowerPoint presentation and one-on-one preceptor-guided practice in identifying abdominal and genitourinary structures using PoCUS. Student responses on pre- and post-intervention surveys were analyzed to identify changes in knowledge and confidence. Student satisfaction with the teaching session was assessed from self-reported levels of agreement with satisfaction statements. The strengths and areas of improvement for the teaching sessions were identified from open-ended survey responses.ResultsData from 27 students indicated a significant improvement in knowledge test scores (p < .05), with no significant differences between groups (F(3,23) = 0.64, p = n.s.) or between students with different preceptors (p = n.s.). Students’ confidence in PoCUS use and interpretation improved significantly (p < .05 for both), with no significant differences between groups (F(3,23) = 0.70, p = n.s. and F(3,23) = 0.32, p = n.s., respectively) or between students with different preceptors (p = n.s. for both). Improvements in knowledge of and confidence in PoCUS use were significantly correlated (r = .44, p < .05). All of the students agreed that they liked the instruction, content, and structure of the teaching session. The most frequently cited strengths of the teaching sessions were the mandatory individual practice time per student, individualized instruction from and interactions with preceptors, and the small group structure of the sessions.ConclusionThis study provides novel evidence that a structured, small-group teaching session featuring a didactic presentation, defined learning objectives, and mandatory hands-on learning can effectively teach introductory PoCUS knowledge and skills to pre-clerks and increase student confidence. Future studies will investigate the retention and application of PoCUS knowledge and skill throughout clerkship and early residency training to determine if this teaching model can facilitate longitudinal PoCUS lear...
IntroductionWith technological progress in portable Ultrasound machines, there is a growing demand for healthcare providers to perform bedside Ultrasonography, also known as Point of Care Ultrasound (POCUS).Training health care providers to perform POCUS can complement their physical examination findings, help them reach a more accurate diagnosis, improve patient outcomes and safety measurements for various therapeutic/diagnostic procedures.Properly performing POCUS requires both technical knowledge of how to operate the equipment, as well as functional knowledge of the involved anatomy. However, it is unknown exactly how students' previous anatomical knowledge affects their ability to appreciate and learn to effectively use POCUS.AimTo assess the effect of anatomical education on students' feelings towards POCUS training.MethodsFirst year medical students at McMaster University participate in an integrated curriculum. Each week, half of the class attends an applied radiology session, including POCUS training, while the other half studies the related anatomy in a cadaver lab.In order to assess the effect of anatomy education on POCUS training, a preliminary qualitative study was conducted. A 5 question survey was distributed to each group, asking students to rate their feelings towards their POCUS training on a scale of 1–7. Further, students were given space on the survey to provide additional comments. 68 responses were collected from students who had not yet taken the anatomy sessions, while 57 surveys were collected from the students who had.ResultsThe questions asked were: (A) Does the orientation of the probe position make sense with patient's anatomy? (B) Does the orientation of the probe position allow you to further understand the ultrasound images? (C) Does the session help you to reinforce your anatomy knowledge? (D) Do you think having anatomy knowledge helps you to learn ultrasound scanning training session easier? And (E) Did you wish to know more anatomy prior to this session?Students who had not yet received the corresponding anatomy session responded with consistently lower scores to each of questions (A)–(D). Both groups responded similarly to question (E).Discussion and ConclusionThese results illustrate the importance of prior anatomical education for medical students being trained in POCUS. Students who had not yet completed the accompanying anatomy session experienced more difficulty understanding the relation of the probe's position to the corresponding images. Understandably, those students did not feel as though the POCUS training helped reinforce their anatomy knowledge, and did not feel as though their anatomy knowledge was helpful in the session. Interestingly, both groups similarly wished to know more anatomy prior to the session.These results suggest first year medical students value having anatomical education before learning POCUS techniques. Having previous anatomy knowledge helped students to better understand their POCUS training, and this training in turn helped the students reinforce their anatomy knowledge.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
In clinical practice, a thorough knowledge and understanding of functional clinical anatomy is fundamental in distinguishing between normal and pathology. For students in the first year of medicine and other health care professions, the integrated use of a range of learning resources, such as prosected human specimens, radiological images and the living human, can enhance learning and help develop an understanding of the clinical application of information. The synthesis of information from patient physical exam and radiological images are often essential components in developing a differential diagnosis, and in deciding on the best care and treatment for a patient.
BACKGROUNDEvaluation of a congenital anomaly starts from antenatal period by the assessment of the maternal and family risk factors and ultrasonogram evaluation. Postnatal evaluation includes morphologic, radiologic, histopathological and karyotypic studies with investigations for infectious, genetic and metabolic causes. Although, some anomalies can be detected by ultrasonogram and xrays, a foetal autopsy has to be done to confirm the diagnosis and look for associated anomalies. Objectives-To assess the efficacy of foetal autopsy over prenatal ultrasound and post-mortem x-ray examination.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.