Introduction Anatomy is considered as the cornerstone of medical education and its teaching methodologies are undergoing metamorphosis. Anatomy education is often debated as over teaching of body facts and undertaught clinical facts by modern and traditional anatomy mentors respectively. Equilibrium between this episteme of anatomy education could be achieved after considering the perceptions of anatomy stakeholders. The present study was an initiative of the same.
Methodology A quantitative survey was administered among 60 medical students (4th semester), 60 interns, and 30 clinicians (both medical and surgical fields). The completed questionnaires were analyzed and the results were tabulated.
Results Though anatomy education is suffocating due to reduction in teaching hours, all the study groups have strongly agreed that cadaver contact is crucial for better understanding of the human body. The perception regarding the importance of anatomy education in clinical practice was statistically significant (p = 0.04) among the study groups. The insight of role of anatomy education in enabling lifelong self-directed learning and inculcating professional skills and ethics of medicine showed significant p value (p = 0.00 and 0.01).
Discussion The present study has echoed the perception of anatomy stakeholders. Studies emphasize that revamping of anatomy curricula is needed for the time and that can be made with the inputs from the academic anatomists and clinicians. Clinicians expressed the lag between anatomy teaching and clinical practice. Medical students felt that anatomy education kindled them to develop inquiry-based learning, helped to master radiological images, and improved their teamwork and communication skills.
Drawing can be a useful tool to elicit student thinking and is a widely-used method for communicating scientific ideas. The task of drawing requires students to identify and recall necessary pieces of information they assimilated over a period of time and construct a mental model. However, millennial generation learners, owing to their immersion in 3D technologies, lack interest in practicing and learning from diagrams. This impairs learning and retention of visually-oriented subjects. In this perspective, we reflect on the cognitive and metacognitive processes associated with drawing to emphasize the important role of drawing in present day anatomy education.
Variations in the branching pattern of axillary artery are observed by many anatomists all over the world. A unique bilateral variation in the axillary artery was observed during the routine dissection of the upper limbs on an approximately 65 year old male cadaver. An abnormal communicative channel was observed between lateral thoracic artery and anterior circumflex humeral artery. It passed between the two roots of median nerve. Arterial anomalies in the upper limb are due to defective remodelling of vascular plexus of the upper limb bud during embryogenesis. Knowledge of variations in axillary artery is quintessential for surgeons, radiologists and anaesthesiologists to avoid treacherous complications during procedures.
Background: Conventional pedagogies for case-based learning are designed with the intention of helping the student appreciate the relevance of content they learn and kindle their curiosity. However, these pedagogies embody certain shortcomings which inhibit them from reaching the intended objectives. The main aim of our initiative is to improve traditional case-based learning using the principles of clinical reasoning. Methods: A priori, two sessions were conducted in which two vignettes were administered to first-year medical students. We obtained the perceived acceptance which was equivalent to Kirkpatrick level 1 learning outcomes. Results: Overall outcomes were highly positive in terms of acceptability, fostering curiosity, increasing the relevance of learned content, and helping students learn to think in a logical way. Conclusion: With the increasing need for incorporating clinical reasoning skills in medical education, it is imperative that these skills are taught beginning with the preclinical years of medical education.
Accessory splenic arteries in the gastrosplenic ligament constitute one of the extremely sub-component of abdominal vasculature variations and it is imperative to recognize this anomaly while planning for complex surgeries in the supra-colic compartment. We report the case of accessory splenic arteries in an approximately 50-year-old male cadaver encountered during routine educational dissection. One of them arising from left gastroepiploic artery supplies the spleen in addition to splenic artery. Another variant vessel bifurcated to enter greater omentum and anterior pole of spleen, as discrete branches. The anatomical vascular variation, if recognized during the imaging work-ups for elective surgical procedures could avoid potential iatrogenic blood loss.
Introduction: Introducing radiology in the pre-clinical curriculum can enhance anatomy education. The need of the hour is a transparent vertical pathway that can be logically followed through the preclinical and clinical years of training. The aim of this paper is developing an integrated radiological anatomy module and evaluating its effectiveness.
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