Effectiveness of Teaching Radiologic Image Interpretation in Gross Anatomy

Erkonen, William E.; Albanese, Mark A.; Smith, Wilbur L.; Pantazis, Nicholas J.

doi:10.1097/00004424-199203000-00016

Cited by 81 publications

(76 citation statements)

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“…The most commonly reported methods to incorporate radiology with anatomy instruction include concurrent radiology lectures (Sullivan et al 1987;Squire 1989;Erkonen et al 1992), small group learning with (Forrester 1971) and without (Tegtmeyer et al 1974;Whitley 1977) formal instructors, and radiologic images of de-identified patients in the dissection laboratory (Squire et al 1975;Reidy et al 1978;Bassett & Squire 1985;Turmezei et al 2009). Others include problembased learning (Navsa et al 2004;Subramaniam et al 2004;Subramaniam 2006), ultrasound workshops using students and human models (Teichgraber et al 1996;Wittich et al 2002), and radiologic imaging of dissection laboratory cadavers (McNiesh et al 1983;Hisley et al 2008).…”

Section: Introductionmentioning

confidence: 99%

Direct correlation of radiologic and cadaveric structures in a gross anatomy course

et al. 2012

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Background: Radiologic imaging is increasingly utilized as supplemental material in preclinical gross anatomy courses, but few studies have investigated its utility as a fully integrated instructional tool. Aims: Establish the benefit of a teaching method that simultaneously correlates cadaveric and radiologic structures for learning human anatomy. Method: We performed a mixed-methods randomized controlled trial and one-way cross-over study comparing exam grades and subjective student perception in a gross anatomy course. The intervention consisted of daily direct correlation small group sessions in which students simultaneously identified and correlated radiologic and cadaveric structures. The control method utilized identical laboratory and teaching conditions but students did not simultaneously correlate structures. Spatial relationships of structures within each respective media (gross or radiologic) were emphasized in both groups. Results: No significant differences in radiology, gross, or written exam scores were observed between the intervention and control groups. The cross-over group preferred the intervention and control methods equally. The correlation teaching sessions ranked equally with active dissection as the most important instructional components of the course. Conclusion: Direct, simultaneous correlation of radiologic and cadaveric structures did not affect exam scores or student preference but helped students understand anatomical concepts in comparison with other course components.

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Section: Introductionmentioning

confidence: 99%

Direct correlation of radiologic and cadaveric structures in a gross anatomy course

et al. 2012

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“…As said by Schober et al, [32], "the transmission of information into long-term memory and the rapid recall in a clinical situation depend crucially on the conditions under which the information was learned". The above said statement was confirmed by a study by Erkonen WE et al, [33] where lectures were designed to integrate diagnostic imaging with anatomical structures. They found that when the students were followed up 14-17 months, 74% gave correct answers.…”

Section: Discussionmentioning

confidence: 83%

“…They found that when the students were followed up 14-17 months, 74% gave correct answers. They concluded stating that, "this high level of long-term retention documents the effectiveness of integrating diagnostic radiologic images into normal gross anatomy instruction" [33]. This could also be an example for level-appropriate teaching of the clinical reasoning process in human anatomy [34].…”

Section: Discussionmentioning

confidence: 99%

Specializing Anatomy - Developing an Integrated Radiological Anatomy Module for the First Year Medical Students

Kumar¹,

Rajprasath²,

V.K³

2017

IJAR

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“…Teaching anatomy to undergraduate medical students using imaging modalities, has been found to have many benefits, including improving performance. 30 Testing and evaluating the neuroanatomical knowledge of the medical students was multimodal in both CU. However, in the Morpho CU there is no continuous assessment; evaluation takes place only at the end of the CU.…”

Section: Discussionmentioning

confidence: 99%

Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum

2017

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RESUMOIntrodução: No contexto da reforma curricular, a maioria das escolas médicas europeias estão a transitar de uma abordagem educacional consistindo em cursos 'baseados em disciplinas' para um currículo integrado. O objetivo deste estudo foi comparar, na Faculdade de Medicina da Universidade do Porto, Portugal, o ensino de neuroanatomia num currículo médico organizado por disciplinas e num currículo médico integrado. Material e Métodos: Duzentos e sessenta e um estudantes que completaram a Unidade Curricular com uma abordagem 'baseada em disciplinas' (Neuroanatomia) e 202 estudantes que completaram a unidade curricular com uma abordagem integrada (Morfofisiologia do Sistema Nervoso) preencheram um questionário sobre as suas percepções acerca da Unidade Curricular. Resultados: O nosso estudo mostrou que os estudantes da unidade curricular com uma abordagem 'baseada em disciplinas' tiveram classificações mais elevadas e avaliaram melhor a unidade curricular que os estudantes da unidade curricular com uma abordagem integrada. No entanto, também revelou que as classificações dos estudantes tiveram um efeito significativo na avaliação da unidade curricular, tendo constatado que os estudantes com classificações mais elevadas avaliaram melhor que os estudantes com classificações mais baixas. De referir ainda que a maioria dos estudantes da unidade curricular com uma abordagem integrada apreciou este modelo de ensino e destacou como um ponto positivo a integração bem-sucedida dos conteúdos abordados nos três componentes da unidade curricular. Discussão: A reforma curricular conduziu à integração da neuroanatomia com outras disciplinas, associada a uma redução das horas de ensino, a uma redefinição do conteúdo programático e dos objetivos de aprendizagem dos alunos, introdução de novos métodos educacionais e mudança no sistema de avaliação. Conclusão: O nosso estudo não provou conclusivamente a supremacia de uma abordagem de ensino de neuroanatomia em detrimento de outra. Futuras iniciativas para explorar diferentes modelos pedagógicos em educação médica são necessárias e devem ser de grande preocupação para a comunidade académica. Palavras-chave: Avaliação Educacional; Currículo; Educação Médica Pré-Graduada; Estudantes de Medicina; Neuroanatomia/ ensino; Portugal ABSTRACT Introduction: On the subject of curriculum reform, most European medical schools are moving away from an educational approach consisting of discipline-based courses to an integrated curriculum. The aim of this study was to compare, in the Faculty of Medicine of the University of Porto, Portugal, the teaching of neuroanatomy in a medical curriculum organized by disciplines and in an integrated medical curriculum. Material and Methods: Two hundred sixty one students who completed the Curricular Unit with a discipline-based approach (Neuroanatomy) and 202 students who completed it with an integrated approach (Morphophysiology of the Nervous System) were asked to complete a questionnaire on their perceptions about the Curricular Unit. Results: Our stud...

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Effectiveness of Teaching Radiologic Image Interpretation in Gross Anatomy

Cited by 81 publications

References 0 publications

Direct correlation of radiologic and cadaveric structures in a gross anatomy course

Direct correlation of radiologic and cadaveric structures in a gross anatomy course

Specializing Anatomy - Developing an Integrated Radiological Anatomy Module for the First Year Medical Students

Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum

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