Anatomy (knowledge) in postgraduate obstetrics and gynaecology training: Is it sufficient enough?

Koppes, Dorothea Maria; Snoeren, Anniko; Notten, Kim J. B.; Schepens‐Franke, Annelieke N.; Kruitwagen, Rfpm; Scheele, Fedde

doi:10.1016/j.aanat.2021.151826

Cited by 7 publications

(6 citation statements)

References 23 publications

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“…In addition, anatomical information can easily be forgotten because of its distinctive terminology. Knowledge of anatomy among postgraduate obstetrics and gynecology trainees is not sufficient (Koppes et al, 2022). Encountering anatomical information on social media can help not only undergraduate but also to postgraduate students to remember critical structures.…”

Section: Discussionmentioning

confidence: 99%

Social media as a learning tool in anatomy education from the perspective of medical and dental students

Ortadeveci

Özden

2023

Clinical Anatomy

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The traditional approach to anatomy teaching is still the most common. Recently, there has been a demand for methods that make students more active and open to communication and cooperation, and are well integrated with technology. Our aim in this study was to determine the social media usage characteristics and anatomy learning experiences of medical and dentistry students, and their expectations about learning via social media. A questionnaire was prepared and distributed to faculties of Medicine and Dentistry in 10 different universities in Türkiye via Google forms. The questionnaire was voluntarily answered by 762 students. Frequency, exploratory factor and confirmatory factor analyses were applied to the data acquired, and a structural equation modeling (SEM) approach was used. The results showed that 54.3% of the students spent more than 90 min/day on social media; 96.5% of the participants preferred to follow anatomical content pages on social media (acpSM) administered by an academic. They stated that the instant responses from acpSM's admin had a positive effect on motivation to learning (4.08 ± 0.89, mean ± SD, on 5‐point Likert‐type scale). The SEM revealed a statistically significant correlation between the students' learning motivation and the sufficiency and suitability of acpSM content (p < 0.010). Thus, medical and dental students are eager to learn anatomy via social media. However, they found acpSM to be insufficient in quality and quantity and wanted future content to be administered by academics. An acpSM optimized for content sufficiency and suitability increased students' learning motivation.

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Section: Discussionmentioning

confidence: 99%

Social media as a learning tool in anatomy education from the perspective of medical and dental students

Ortadeveci

Özden

2023

Clinical Anatomy

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“…being taught in the operating room by a senior surgeon) due to increasingly conservative and minimally invasive management in gynecology, it is harder to improve this low level of knowledge during residency. Although perceived anatomical knowledge to perform gynecological surgery improves in final‐year residents, the measured level of knowledge of female anatomy is lower than expected 21‐23 . At the same time, it is not well described what anatomical knowledge is expected in gynecology residency curricular plans 24‐26 .…”

Section: Introductionmentioning

confidence: 92%

“…Although perceived anatomical knowledge to perform gynecological surgery improves in final-year residents, the measured level of knowledge of female anatomy is lower than expected. [21][22][23] At the same time, it is not well described what anatomical knowledge is expected in gynecology residency curricular plans. [24][25][26] The absence of a core curriculum negatively influences anatomical knowledge.…”

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confidence: 99%

Anatomy in the daily practice of the gynecologist, essential or just window dressing?

Koppes

Vesseur

Schepens‐Franke

et al. 2023

Anatomical Sciences Ed

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Traditionally, anatomy was one of the basic pillars of medical training. However, due to the expansion of medical science and medical knowledge in general, anatomy teaching has steadily declined and the way anatomy is taught has changed. These changes go hand in hand with growing literature about a perceived and proven lack of anatomical knowledge. While anatomy is important for all doctors, these developments seem to be more worrying for surgical residents. At the same time, little is known about how clinicians use anatomy in daily practice. The primary aim of this study was to increase understanding of the role of anatomy in the daily practice of gynecologists. An explorative qualitative study was performed to answer the question “What is the tangible utility of solid anatomical knowledge in the daily practice of the gynecologist”? Semi‐structured interviews with gynecologists and obstetrics and gynecology (ObGyn) residents from Belgium and the Netherlands were held and the responses were analyzed using a phenomenographic inductive coding approach. Anatomical knowledge was important and used for technical skills and non‐technical achievements in the daily practice of gynecologists, and three themes were distinguished. Specifically, anatomical knowledge was important and used (1) for daily activities, (2) for the feeling of self‐efficacy, and (3) to gain a respected name as a doctor. These findings are discussed in light of (perceived) insufficient anatomical knowledge, and recommendations are made for the postgraduate education of ObGyn doctors.

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Section: Locus Of Non-research-based (Classical) Knowledge In Anatomy...mentioning

confidence: 99%

“…This imbalance affects the eventual output of anatomy education programs adversely. Published reports indicate dissatisfaction, loss of interest (low motivation levels), poor performance in assessments and lack of application by students in the clinical setting (Koppes et al, 2022). Notably, the overwhelming dominance of non‐evidence‐based (classical) knowledge in anatomy education prevents anatomical sciences from finding a strong foothold in the modern medical curriculum.…”

Section: Locus Of Non‐research‐based (Classical) Knowledge In Anatomy...mentioning

confidence: 99%

Focus on evidence‐based anatomy in contemporary anatomy education: Arguments in favor of a pragmatic approach

Ghosh

2023

Clinical Anatomy

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The concept of evidence‐based anatomy (EBA) emerged in 2014 and has become a significant element in contemporary anatomy education. The evolving fabric of the medical education curriculum has necessitated critical changes in practice. EBA enables these changes to be incorporated seamlessly and implemented congruently into anatomy education programs. However, in parallel, non‐evidence‐based (classical) knowledge that has been built up through centuries of anatomical practice continues to be the core element of anatomy education in some countries/regions. Its inherent limitations hinder integration with clinical practice, leading to a rise in misadventures in the clinical setting. This viewpoint commentary highlights the strengths of EBA vis‐à‐vis the related attributes of classical anatomy. Appropriate arguments show that EBA helps to reduce cognitive load and enables knowledge to be delivered through innovative education tools. EBA also helps to create an inclusive learning environment in a technology‐driven era. Moreover, empowered by robust resources, it is driving the pertinent amalgamation of anatomy knowledge with clinical practice. This viewpoint article endorses the adoption of EBA in contemporary anatomy education on the basis of its potential for shaping future anatomical practice.

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Anatomy (knowledge) in postgraduate obstetrics and gynaecology training: Is it sufficient enough?

Cited by 7 publications

References 23 publications

Social media as a learning tool in anatomy education from the perspective of medical and dental students

Social media as a learning tool in anatomy education from the perspective of medical and dental students

Anatomy in the daily practice of the gynecologist, essential or just window dressing?

Focus on evidence‐based anatomy in contemporary anatomy education: Arguments in favor of a pragmatic approach

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