Gross Anatomy Instruction with Diagnostic Images

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

doi:10.1097/00004424-199003000-00018

Cited by 47 publications

(47 citation statements)

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“…Teaching radiological interpretation significantly improves students' abilities to identify anatomical structures on diagnostic images (Erkonen et al, 1990(Erkonen et al, , 1992. Teaching cross-sectional anatomy with radiological images has also been shown to facilitate interpretation of CT images; however, this was tested after students partici-pated in a radiology course (de Barros et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

Incorporating radiology into medical gross anatomy: Does the use of cadaver CT scans improve students' academic performance in anatomy?

Lufler

Zumwalt

Romney

et al. 2010

Anatomical Sciences Ed

117

127

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Radiological images show anatomical structures in multiple planes and may be effective for teaching anatomical spatial relationships, something that students often find difficult to master. This study tests the hypotheses that (1) the use of cadaveric computed tomography (CT) scans in the anatomy laboratory is positively associated with performance in the gross anatomy course and (2) dissection of the CT-scanned cadaver is positively associated with performance on this course. One hundred and seventy-nine first-year medical students enrolled in gross anatomy at Boston University School of Medicine were provided with CT scans of four cadavers, and students were given the opportunity to choose whether or not to use these images. The hypotheses were tested using logistic regression analysis adjusting for student demographic characteristics. Students who used the CT scans were more likely to score greater than 90% as an average practical examination score (odds ratio OR 3.6; 95% CI 1.4, 9.2), final course grade (OR 2.6; 95% CI 1.01, 6.8), and on spatial anatomy examination questions (OR 2.4; 95% CI 1.03, 5.6) than were students who did not use the CT scans. There were no differences in performance between students who dissected the scanned cadavers and those who dissected a different cadaver. These results demonstrate that the use of CT scans in medical gross anatomy is predictive of performance in the course and on questions requiring knowledge of anatomical spatial relationships, but it is not necessary to scan the actual cadaver dissected by each student.

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Section: Introductionmentioning

confidence: 99%

Incorporating radiology into medical gross anatomy: Does the use of cadaver CT scans improve students' academic performance in anatomy?

Lufler

Zumwalt

Romney

et al. 2010

Anatomical Sciences Ed

117

127

View full text Add to dashboard Cite

show abstract

“…Reports from the last 25 years on medical student and anatomy faculty impressions of supplementing cadaver dissection with radiological images have been resoundingly positive, with claims that radiology makes anatomy more clinically relevant and stimulates greater interaction between anatomy students and faculty (McNiesh et al, 1983;Pantoja et al, 1985;Tavares et al, 2000;Miles, 2005;Turmezei et al, 2009). Studies have further shown that using radiological images in cadaver dissection improves students' short and long-term ability to identify anatomic structures in diagnostic radiographs (Erkonen et al, 1990(Erkonen et al, , 1992a, a skill that Jastrow and Vollrath (2003) argue is essential to the training of medical students and doctors. As Khalil et al (2005) explain, the majority of medical students will not become radiologists, and so they must develop a fundamental knowledge of radiological imaging if they are to competently understand the consultation reports they receive from radiologists.…”

Section: Introductionmentioning

confidence: 99%

Self‐guided clinical cases for medical students based on postmortem CT scans of cadavers

2011

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In the summer of 2009, we began full body computed tomography (CT) scanning of the pre-embalmed cadavers in the University of Michigan Medical School (UMMS) dissection lab. We theorized that implementing web-based, self-guided clinical cases based on postmortem CT (PMCT) scans would result in increased student appreciation for the clinical relevance of anatomy, increased knowledge of cross-sectional anatomy, and increased ability to identify common pathologies on CT scans. The PMCT scan of each cadaver was produced as a DICOM dataset, and then converted into a Quicktime movie file using Osirix software. Clinical cases were researched and written by the authors, and consist of at least one Quicktime movie of a PMCT scan surrounded by a novel navigation interface. To assess the value of these clinical cases we surveyed medical students at UMMS who are currently using the clinical cases in their coursework. Students felt the clinical cases increased the clinical relevance of anatomy (mean response 7.77/10), increased their confidence finding anatomical structures on CT (7.00/10), and increased their confidence recognizing common pathologies on CT (6.17/10). Students also felt these clinical cases helped them synthesize material from numerous courses into an overall picture of a given disease process (7.01/10). These results support the conclusion that our clinical cases help to show students why the anatomy they are learning is foundational to their other coursework. We would recommend the use of similar clinical cases to any medical school utilizing cadaver dissection as a primary teaching method in anatomy education.

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“…The original purpose for integrating radiological imaging techniques into the anatomical curriculum was to stimulate and support the understanding of gross anatomy [11,12] by teaching the anatomy from two perspectives and illustrating the clinical relevance of anatomy. In addition, the synergistic learning of radiology and anatomy can lead to reinforcement and better retention of both anatomy and radiology [13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Integrated teaching of anatomy and radiology using three-dimensional image post-processing

et al. 2009

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This article presents a new way of teaching by integrating both anatomy and radiology using three-dimensional image post-processing tools. One preclinical and one clinical module were developed for integrated teaching of anatomy and radiology. Potential benefits were assessed by anonymous evaluation among the 176 participating students. The students highly appreciated the new approach, especially the high degree of interactivity with the post-processing software and the possibility to correlate the real dissection with the virtual dissection. Students agreed that three-dimensional imaging and postprocessing improved their understanding of difficult anatomical topics and topographical relations. We consider the new approach to provide great additional benefits for participating students regarding preparation for everyday clinical practice. In particular, it imparts familiarity with imaging and image post-processing techniques and may improve anatomical understanding, radiological diagnostic skills and three-dimensional appreciation.

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Gross Anatomy Instruction with Diagnostic Images

Cited by 47 publications

References 0 publications

Incorporating radiology into medical gross anatomy: Does the use of cadaver CT scans improve students' academic performance in anatomy?

Incorporating radiology into medical gross anatomy: Does the use of cadaver CT scans improve students' academic performance in anatomy?

Self‐guided clinical cases for medical students based on postmortem CT scans of cadavers

Integrated teaching of anatomy and radiology using three-dimensional image post-processing

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