Frey's Syndrome

Pratticò, Francesco; Perfetti, Paola

doi:10.1056/nejmicm040462

Cited by 13 publications

(6 citation statements)

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“…The clinical case associated with Frey syndrome and the associated deliverables are shown. The medical image of Frey syndrome was adopted from Prattico and Perfetti [ 16 ] with permission.…”

Section: Resultsmentioning

confidence: 99%

“…In this step, the student groups were also asked to address the questions listed under deliverables in the clinical case of Frey syndrome ( Figure 2 [ 16 ]). Each group presented answers to one of the listed questions.…”

Section: Resultsmentioning

confidence: 99%

“…Accordingly, students are often unable to translate how the anatomical concepts can inform their clinical practice, creating a so-called “integration gap” [ 45 ]. Our pedagogical framework integrates a real clinical scenario (the clinical scenario was developed around a real clinical case of Frey syndrome [ 16 ]) and implements student-centric active learning strategies. This will not only address the integration gap but also promote students to take an active role in learning and utilizing their own creativity, curiosity, and intelligence.…”

Section: Discussionmentioning

confidence: 99%

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Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation

Naidoo¹,

Akhras²,

Banerjee³

2020

JMIR Med Educ

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Background Anatomy is considered to be one of the keystones of undergraduate medical education. However, recently, there has been drastic reduction, both in gross anatomy teaching hours and its context. Additionally, a decrease in the number of trained anatomists and an increase in the costs associated with procuring human cadavers have been noted, causing a diminution of cadaveric dissections in anatomy education. Objective To address these challenges, there is an ardent need for a pedagogical framework such that anatomy education can be disseminated through active learning principles, within a fixed time frame, using a small team of anatomists and a small number of cadaveric specimens (for live on-site sessions) as well as collaborative learning principles. The latter is particularly important when anatomy education is delivered through distance learning, as is the case currently during the COVID-19 pandemic. Methods Here, we have blueprinted a pedagogical framework blending the instructional design models of Gagne’s 9 events of instruction with Peyton’s 4-step approach. The framework’s applicability was validated through the delivery of anatomical concepts, using an exemplar from the structure-function course Head and Neck during the normal and COVID-19–mandated lockdown periods, employing the archetype of Frey syndrome. Preliminary evaluation of the framework was pursued using student feedback and end-of-course feedback responses. The efficiency of the framework in knowledge transfer was also appraised. Results The blueprinted instructional plan designed to implement the pedagogical framework was successfully executed in the dissemination of anatomy education, employing a limited number of cadaveric specimens (during normal times) and a social media application (SMA)–integrated “interactome” strategy (during the COVID-19 lockdown). Students’ response to the framework was positive. However, reluctance was expressed by a majority of the faculty in adopting the framework for anatomy education. To address this aspect, a strategy has been designed using Mento’s 12-step change management model. The long-term benefits for any medical school to adopt the blended pedagogical framework have also been explicated by applying Bourdieu’s Theory of Practice. Additionally, through the design of an SMA interactome model, the framework’s applicability to the delivery of anatomy education and content during the ongoing COVID-19 pandemic was realized. Conclusions In conclusion, the study effectively tackles some of the contemporary key challenges associated with the delivery of anatomy content in medical education during normal and unprecedented times.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation

Naidoo¹,

Akhras²,

Banerjee³

2020

JMIR Med Educ

View full text Add to dashboard Cite

show abstract

“…1 The theorized mechanism is aberrant regeneration of the nerve, causing parasympathetic innervation of cutaneous sympathetic receptors, which results in concomitant sweating and salivation. 1 Historically, the starch-iodine test has been used to identify the affected area, whereby the combination of sweat, starch, and iodine induces a purple color change; however, this test is rarely adopted in the clinic, as it can stain clothes and cause skin reactions. 2 Here, we describe an alternative method of using water-erasable ink 3 to diagnose hyperhidrosis in Frey syndrome, to delineate the affected area for treatment with botulinum toxin injections, and to assess treatment response.…”

mentioning

confidence: 99%

“…Frey syndrome is characterized by abnormal flushing and hyperhidrosis of the face that occurs while eating, a phenomenon termed gustatory sweating , and it typically arises from trauma to the auriculotemporal nerve . The theorized mechanism is aberrant regeneration of the nerve, causing parasympathetic innervation of cutaneous sympathetic receptors, which results in concomitant sweating and salivation .…”

mentioning

confidence: 99%