Introduction: Lumbrical muscles play a vital role in the precision movements of the hand, along with the thenar, hypothenar and interossei muscles. The variation in the lumbrical muscle is clinically significant.
Background Introducing radiological anatomy in the preclinical curriculum can increase the understanding of Anatomy. Regardless of the integration when teaching anatomy, it is essential to maintain oversight as to what and how much is being taught. In addition, the knowledge requirements for preclinical students should be considered. The purpose of this kind of integration is that the student should be able to apply the knowledge which can help them better understand anatomy and not to make the course more challenging. This study aimed to understand whether adding radiological images would increase the difficulty level of the questions. Methods We introduced radiological images, including X Rays, CT scans and MRIs, when teaching anatomy in the preclinical curriculum. A class of 99 students were tested using A-type MCQs (n = 84). All 84 questions were categorized on whether they were case-based with or without a radiological image. The item analysis of both groups of test questions was then compared based on their difficulty and discrimination index. A qualitative student perception regarding the inclusion of radiological images in anatomy was also measured using a questionnaire with a 5-point Likert scale. Results The results showed that the performance level of the students was similar when comparing the test questions in both groups. The item analysis of the MCQs in the two groups revealed that by integrating radiological images when teaching anatomy, the various parameters in both groups of test questions were in the same range. More than 80% of the students felt that radiological images facilitate the achievement of learning outcomes and help to apply their knowledge in clinical contexts. The study's findings reported that the rate of satisfaction by including radiological images when teaching anatomy is high. Conclusion Recognition and interpretation of images are essential in an undergraduate medical program. Students found it helpful when radiological images were introduced to them when teaching anatomy. Since the students' performance in summative exams in both groups of questions was in the same range, the findings also point out that adding radiological images when teaching anatomy does not increase the difficulty of the subject.
Introduction An unprecedented disruption in medical education worldwide was caused due to the Covid 19 pandemic. Online teaching has become one of the primary forms of education. In this paper, we aimed to understand the faculty and students’ perceptions about the teaching styles adopted by the faculty during online large group teaching from two universities in the United Arab Emirates. Patients and Methods This is a cross-sectional opinion survey-based study. A pre-validated teaching style inventory in higher education (TSIHE) questionnaire was emailed to the students and faculty involved in large group online learning and teaching activities during the lock-down period of the COVID 19 pandemic from two different medical Universities in the United Arab Emirates. A total of 423 students and 57 faculty participated in the study. Descriptive and Inferential statistics were used to analyze the data. Results There was a significant difference between the faculty and students on the perception of faculty online teaching styles. The difference was significant in teacher-student interaction and teacher structuring styles. In contrast, faculty and students’ perceptions were comparable for decision-making negotiation and behavioral control teaching styles. Conclusion The study found that there was a significant perception differences between the faculty and students on the faculty teaching style during online large group teaching. Importantly, faculty perceived that they were more emotionally attached and more flexible in teacher-student interaction and teaching structuring during online teaching than the student perceived.
Introduction:Evaluate the effectiveness of a newly developed interactive 3D head and neck software package on students' situational interest and knowledge acquisition. Material and Methods:A prospective randomised controlled study was carried out on two groups of dental students, 25 each. The study group "A" received education on head and neck anatomy using an interactive 3D software package. The same content was delivered to the students in group B via the standard PowerPoint presentation.The same lecturer delivered the educational modules over 80 min. Throughout the course of learning, the students completed a situational interest questionnaire, every 20 min. At the end of the session, each participant completed a knowledge acquisition test.Results: Wilcoxon signed-rank sum test showed a clear difference in the pattern of situational interest between the two groups; a statistically significant drop in the interest in the head and neck was noted amongst the students after 40 min in group B (p < .05). An opposite pattern was detected amongst the students in group A. No statistically significant differences were detected in the knowledge acquisition between the two groups. Conclusion:The 3D software package of the head and neck anatomy has augmented the students' situational interest and improved their knowledge acquisition. However, further research is required to evaluate students' perception and experience of its use before it is widely generalised in universities and educational institutes.
Background: Although pain is common for everyone, it is a subjective sensation influenced by different variables. One factor that influences pain threshold and perception is body mass index (BMI). This study investigates the connection between BMI and pain by assessing the pressure pain threshold and tolerance on the median and ulnar nerves in the palms. background: Although pain is common for everyone, it is a subjective sensation influenced by different variables. One factor that influences pain threshold and perception is body mass index (BMI). This study investigates the connection between BMI and pain by assessing the pressure pain threshold and tolerance on the median and ulnar nerves in the palms. Methods: The PPT and PT of 120 participants were measured with a digital pressure algometer (FPIX50; Wagner Instruments). Measurement sessions consisted of consecutive PPT and PT readings on the thenar and hypothenar eminence of the dominant and non-dominant hand. In addition, the PPT and PT were compared between BMI, thenar and hypothenar, dominant and non-dominant hand, and sexes. Results: The results have shown that the PPT and PT increased with BMI. However, only three out of the eight readings were significant (p = <0.05). When comparing the thenar and hypothenar, the results revealed significantly higher PPT and PT levels in the hypothenar (p = < 0.001). The results comparing the PPT and PT between the dominant and non-dominant hand revealed a significantly higher PPT in the non-dominant hand reflected across the thenar and hypothenar (t= -6.197, p= <0.01) (t= -2.550, p= 0.012), respectively. In addition, males had higher PPT and PT values (p = <0.05). Conclusion: The results suggest that individuals with higher BMI can tolerate more pain. They also indicate that the hypothenar eminence could withstand higher pain levels than the thenar eminence. In addition, our assessment also revealed a higher pain threshold observed in participants' non-dominant hands, but the same could not be deduced for the pressure pain tolerance. Furthermore, the results have shown that males could tolerate more pain than females. result: The results have shown that the PPT and PT increased with BMI. However, only three out of the eight readings were significant (p = <0.05). When comparing the thenar and hypothenar, the results revealed significantly higher PPT and PT levels in the hypothenar (p = < 0.001). The results comparing the PPT and PT between the dominant and non-dominant hand revealed a significantly higher PPT in the non-dominant hand reflected across the thenar and hypothenar (t= -6.197, p= <0.01) (t= -2.550, p= 0.012), respectively. In addition, males had a higher PPT and PT values (p = <0.05). other: One of the current study''s limitations is that all examiners involved in this project were females, which might have influenced some of the participants'' readings. Therefore, it would be best that the examiner would be of the same sex of the participant. Similarly, we selected a relatively narrow age range of 18 to 25, and we cannot comment on pain threshold and tolerance variation in those older than
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