Anatomy education for medical students in the United Kingdom and Republic of Ireland in 2019: A 20‐year follow‐up

Smith, Claire F.; Freeman, Samuel; Heylings, David; Finn, Gabrielle M.; Davies, D. A. L.

doi:10.1002/ase.2126

Cited by 45 publications

(38 citation statements)

References 105 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the United Kingdom and Ireland, 10,093 students study medicine (Smith et al, 2022), the number of students is controlled by the Medical Workforce Standing Advisory Committee (1997). It is not just medical students who use human body donors in the United Kingdom and Ireland; the majority of institutions also teach a wide variety of allied health care professionals and deliver a range of higher surgical training programs.…”

Section: The United Kingdom and Ireland Body Donation Contextmentioning

confidence: 99%

Understanding beliefs, preferences and actions amongst potential body donors

Smith

Munro

Davies

et al. 2022

Anatomical Sciences Ed

Self Cite

View full text Add to dashboard Cite

Body donation is a prosocial act providing a unique learning experience to students, ultimately impacting on patient care and science. With an increasing number of training professionals, there is an increasing need for body donors, yet little is understood about donors' beliefs and preferences. A four-center study aimed to understand donors' perceptions, 843 responses highlighted a significant relationship between completing a body donor consent form and being both an organ donor and having ever donated blood (p < 0.01). In exploring donor intentions, 69% had been considering donation for fewer than five years, 40% knew another body donor, and 27% had a family member or friend currently registered. Of those who had requested donor information packs, 97% had completed body donation consent forms. Of these, 92% had not selected any time restriction for their donation and 96% had consented to images being taken. Almost all (98%) were aware that their donation might not be accepted. Donors' motives highlighted a wish to: improve education, improve health care, advance science, and contribute to the greater good. A bimodal response was observed with body donation being used to save relatives money and inconvenience. Donors felt comfortable with their bodies being used by medical, dental, and allied health professionals; however, donors were less comfortable with their bodies being used by other groups. Only 57% were comfortable with artists, beauticians and yoga teachers using their remains. Understanding donors' motivations and decision-making process is vital to ensure resources for future and to meet any changing requirements of both donors and those studying them.

show abstract

Section: The United Kingdom and Ireland Body Donation Contextmentioning

confidence: 99%

Understanding beliefs, preferences and actions amongst potential body donors

Smith

Munro

Davies

et al. 2022

Anatomical Sciences Ed

Self Cite

View full text Add to dashboard Cite

show abstract

“…One area that has been slow to embrace technological advances has been anatomy, a field that is of critical importance to medicine and the delivery of health care. Today, in most medical schools, anatomy is taught in the traditional fashion with cadavers [ 9 - 11 ], and only a few leading medical schools are venturing into the domain of digital anatomy, where the technologies of the Internet of Things, especially VR, AR, and MR, are used to recreate human structures to support the study of the human body.…”

Section: Introductionmentioning

confidence: 99%

The Opportunities and Challenges of Digital Anatomy for Medical Sciences: Narrative Review

Wickramasinghe¹,

Thompson²,

Xiao³

2022

JMIR Med Educ

View full text Add to dashboard Cite

Background Anatomy has been the cornerstone of medical education for centuries. However, given the advances in the Internet of Things, this landscape has been augmented in the past decade, shifting toward a greater focus on adopting digital technologies. Digital anatomy is emerging as a new discipline that represents an opportunity to embrace advances in digital health technologies and apply them to the domain of modern medical sciences. Notably, the use of augmented or mixed and virtual reality as well as mobile and platforms and 3D printing in modern anatomy has dramatically increased in the last 5 years. Objective This review aims to outline the emerging area of digital anatomy and summarize opportunities and challenges for incorporating digital anatomy in medical science education and practices. Methods Literature searches were performed using the PubMed, Embase, and MEDLINE bibliographic databases for research articles published between January 2005 and June 2021 (inclusive). Out of the 4650 articles, 651 (14%) were advanced to full-text screening and 77 (1.7%) were eligible for inclusion in the narrative review. We performed a Strength, Weakness, Opportunity, and Threat (SWOT) analysis to evaluate the role that digital anatomy plays in both the learning and teaching of medicine and health sciences as well as its practice. Results Digital anatomy has not only revolutionized undergraduate anatomy education via 3D reconstruction of the human body but is shifting the paradigm of pre- and vocational training for medical professionals via digital simulation, advancing health care. Importantly, it was noted that digital anatomy not only benefits in situ real time clinical practice but also has many advantages for learning and teaching clinicians at multiple levels. Using the SWOT analysis, we described strengths and opportunities that together serve to underscore the benefits of embracing digital anatomy, in particular the areas for collaboration and medical advances. The SWOT analysis also identified a few weaknesses associated with digital anatomy, which are primarily related to the fact that the current reach and range of applications for digital anatomy are very limited owing to its nascent nature. Furthermore, threats are limited to technical aspects such as hardware and software issues. Conclusions This review highlights the advances in digital health and Health 4.0 in key areas of digital anatomy analytics. The continuous evolution of digital technologies will increase their ability to reinforce anatomy knowledge and advance clinical practice. However, digital anatomy education should not be viewed as a simple technical conversion and needs an explicit pedagogical framework. This review will be a valuable asset for educators and researchers to incorporate digital anatomy into the learning and teaching of medical sciences and their practice.

show abstract

“…In the United States, anatomy educators put more emphasis on the adoption of new technologies, team-based learning, strengthening interdisciplinary education, and simplifying pre-clinical courses [6]. Many countries had similar trend in the United States, such as the United Kingdom, Africa, the Middle East and China [18,19]. A national survey of a ve-year clinical medicine project in China found that the total course time of anatomy course had been reduced by 11% over three decades.…”

Section: Discussionmentioning

confidence: 99%

The evaluation of learning platforms for experimental teaching of regional anatomy after the COVID-19 pandemic

Huang

Xiong

et al. 2022

Preprint

View full text Add to dashboard Cite

Purpose Based on the dominance of learner-centered active learning after the COVID-19 pandemic, finding suitable platforms is critical for experimental teaching of regional anatomy. Methods We investigated the satisfaction and preference of medical students about selective platforms through a questionnaire. The students were divided into three groups for this teaching experiments. At the end of the semester, their satisfaction and preference about the platforms was investigated through a questionnaire. Results In the satisfaction survey on the Virtual simulation teaching platform of EVDO and Digital Human platforms, differences had been observed between groups and gender. In terms of students’ preference for auxiliary teaching, 96/112 (85.71%) of subjects chose station B, Xuexitong (95/112 (84.82%)), Chinese University MOOCs (61/112 (54.46%)) as the after-school learning platform. Moreover, 32/112 (28.57%) of them chose both of Station B and Xuexitong, and 48/112 (42.86%) of them chose three platforms at the same time. Conclusion Students prefer more than one platforms to assist their learning. The interactive teaching of virtual simulated anatomy teaching platform and cadaveric dissection can improve students’ interest in learning anatomy.

show abstract

Anatomy education for medical students in the United Kingdom and Republic of Ireland in 2019: A 20‐year follow‐up

Abstract: This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as

Cited by 45 publications

References 105 publications

Understanding beliefs, preferences and actions amongst potential body donors

Understanding beliefs, preferences and actions amongst potential body donors

The Opportunities and Challenges of Digital Anatomy for Medical Sciences: Narrative Review

The evaluation of learning platforms for experimental teaching of regional anatomy after the COVID-19 pandemic

Contact Info

Product

Resources

About