Development and implementation of a technical and didactical training program for student tutors in the dissection course

Shiozawa, Thomas; Hirt, Bernhard; Nora, C; Baur, Friederike; Weyrich, Peter; Lammerding–Köppel, Maria

doi:10.1016/j.aanat.2010.09.003

Cited by 28 publications

(33 citation statements)

References 26 publications

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“…Minimally instructed student-teachers can be employed to teach anatomically skilled students, whereas medical experts should be used in earlier stages of anatomical education [11]. Tolsgaard et al and Shiozawa et al postulated that the specific training of student-teachers was an absolute necessity for success in the environment of peer-assisted learning [19,20]. Therefore, we included student-teachers who received an extensive training in education theory (implementation of a teach-the-teacher course) in our study.…”

Section: Discussionmentioning

confidence: 99%

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

et al. 2012

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BackgroundThe exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake.MethodsSecond-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student’s perceptions were evaluated using Likert scale-based items.ResultsThe ASK-group (n = 70, age 23.4 (20–36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20–53) yrs.) and the CON-group (n = 88, 22.8 (20–33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001).ConclusionsThe additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery.

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Section: Discussionmentioning

confidence: 99%

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

et al. 2012

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“…They continue to emphasize the importance of the on-job learning experience through apprenticeship while others reaffirm the value of mentoring and its role in shaping the development of medical teachers (Elton 1998;Orlander et al 2000). Shiozawa et al (2010) further demonstrate the value of providing structured training for tutors in gross anatomy. Their results showed positive impact of such a training curriculum on tutor skills when compared with tutors who received little or no didactical training.…”

Section: Resource Title Educational Theme Key Learning Pointmentioning

confidence: 99%

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Lachman¹,

Christensen²,

Pawlina³

2012

Medical Teacher

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Background: Significant increase in the literature regarding ''residents as teachers'' highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third-and fourthyear medical students through integrated apprenticeship and mentoring during the Human Structure didactic block. Aim: This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Results: Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Conclusion: Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.

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“…As a result of our intensive 2-h training course for the peers, there was no need for intervention on the part of the instructors during the student training sessions as has been reported and discussed in the literature before [26, 27]. The peers, who were well versed in the Peyton method, were able to access the e-module at all times during the seminar, which allowed them to be more self-assured as trainers and reinforced their own skills [28–33].…”

Section: Discussionmentioning

confidence: 93%

Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum

et al. 2016

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BackgroundEstablishing a strong link early on between preclinical coursework and the clinical context is necessary for students to be able to recognize the practical relevance of the curriculum during their preclinical anatomical courses and to transfer knowledge more easily. Our objective was to enhance the clinical relevance of a preclinical anatomy course for second-year medical students of dentistry by implementing an interdisciplinary skills training course on “Palpation of the Head and Neck Muscles” and to measure the learning outcomes.MethodsFor the curricular development of the expanded course module, Kern’s 6-step approach was applied including subjective evaluation. We used a peer-teaching format supported by an e-learning application. A randomized control study measured effects of the two components (skills training, e-module) on learning outcomes. Four learning methods were compared: (1) lecture, (2) lecture + e-module, (3) lecture + skills training, (4) lecture + skills training + e-module. An objective structured clinical examination (OSCE) was used to measure and compare learning outcomes.ResultsThe two-way variance analysis demonstrated that participation in the skills training had a statistically significant effect on the OSCE results (p = 0.0007). Students who participated in the skills training did better (φ 107.4 ± 14.4 points) than students who only attended the lecture (φ 88.8 ± 26.2 points). Students who used the e-module but did not attend the skills training earned a slightly but not significantly higher average number of points (φ 91.8 ± 31.3 points) than those who only attended the lecture. The learning outcomes of the skills training were again significantly increased when the training was combined with the e-module (φ 121.8 ± 21.8 points), thus making it the ideal method for achieving the learning objectives defined in this study.ConclusionsThe “Palpation of the Head and Neck Muscles” interdisciplinary skills training course linking basic anatomical knowledge and clinical skills led to clearly improved learning outcomes for both, anatomical knowledge and clinical skills. The additional use of an e-learning tool (e-module) improved the learning effect.

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Development and implementation of a technical and didactical training program for student tutors in the dissection course

Cited by 28 publications

References 26 publications

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum

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