Increasing Medical Student Exposure to IR through Integration of IR into the Gross Anatomy Course

DePietro, Daniel M.; Kiefer, Ryan M.; Redmond, John; Workman, Alan D.; Nadolski, Gregory J.; Gade, T.; Trerotola, Scott O.; Hunt, Stephen

doi:10.1016/j.jvir.2017.06.040

Cited by 16 publications

(18 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on the parameters assessed, 12 studies were classified as “high risk” for internal validity [[6], [7], [8], [9], [10],[12], [13], [14], [15], [16], [17], [18]] and 5 as “low risk” [[19], [20], [21], [22], [23]]. Sixteen studies used a representative population of undergraduate students and were therefore considered as low risk for external validity.…”

Section: Resultsmentioning

confidence: 99%

“…Six studies reported performance improvement in the form of structured skills-based assessments or knowledge-based questionnaires on understanding of the speciality [16, [19], [20], [21], [22], [23]]. Six studies assessed the knowledge of students through randomly distributed questionnaires [6,9,10,14,15,18]; another six with questionnaires distributed after learning modules [16,[19], [20], [21], [22], [23]]. Five of the former studies mentioned used a pre and post-intervention survey to test for improvement after the relevant learning modules [16,[19], [20], [21], [22]].…”

Section: Resultsmentioning

confidence: 99%

“…Six studies assessed the knowledge of students through randomly distributed questionnaires [6,9,10,14,15,18]; another six with questionnaires distributed after learning modules [16,[19], [20], [21], [22], [23]]. Five of the former studies mentioned used a pre and post-intervention survey to test for improvement after the relevant learning modules [16,[19], [20], [21], [22]]. Table 2 describes the outcomes reported in each study, along with the relevant conclusions.…”

Section: Resultsmentioning

confidence: 99%

“…Five of the former studies mentioned used a pre and post-intervention survey to test for improvement after the relevant learning modules [16,[19], [20], [21], [22]]. Table 2 describes the outcomes reported in each study, along with the relevant conclusions.…”

Section: Resultsmentioning

confidence: 99%

“…One study reported no performance improvement [20], whilst three studies reported a statistically significant increase in students’ motivation [16,19,22]. In two studies there were no performance or motivation outcome results reported [12,13].…”

Section: Resultsmentioning

confidence: 99%

See 4 more Smart Citations

Are interventional radiology and allied specialities neglected in undergraduate medical education? A systematic review

Emin

Ruhomauly

Theodoulou

et al. 2019

Annals of Medicine and Surgery

View full text Add to dashboard Cite

ObjectivesMinimally invasive interventional approaches are gaining wider acceptance with several specialities incorporating such principles. Awareness and understanding of interventional principles require efficacious education and training methodologies. We performed a systematic review to identify all available interventional speciality learning modules or training opportunities available for undergraduate medical students. We also propose a standardised framework for relevant modules.MethodsWe searched PubMed and all Ovid databases with no language restriction for studies that report and evaluate interventional speciality educational modules or similar training initiatives. We followed a prospective protocol (PROSPERO registration: CRD42018110006). Internal and external validity of the included studies was assessed. Qualitative synthesis of data was performed to define performance improvement and/or motivation towards a career in an interventional speciality.ResultsOut of 6081 records, 17 studies met the inclusion criteria, 15 of which were focused on interventional radiology. More than half of studies (9/17) were surveys where student knowledge and interest were reported as poor. 5 out of 6 studies which assessed the effect of educational interventions concluded to improved knowledge or performance. Most surveys concluded that early exposure can increase interest towards such specialities, improve knowledge and relevant motivation.ConclusionsFew studies report teaching initiatives in interventional radiology and other interventional specialities, reflecting the poor relevant motivation and knowledge amongst medical students. Simple interventions e.g. introductory lectures and simulation sessions spark interest in students and also improve knowledge as proven in the case of interventional radiology. Standardisation of such efforts via a suggested framework, Strategy Development Framework for Interventional Radiology, can further optimise such outcomes.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Are interventional radiology and allied specialities neglected in undergraduate medical education? A systematic review

Emin

Ruhomauly

Theodoulou

et al. 2019

Annals of Medicine and Surgery

View full text Add to dashboard Cite

show abstract

The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy

Bork

Stratmann

Enssle

et al. 2019

Anatomical Sciences Ed

118

176

View full text Add to dashboard Cite

Early exposure to radiological cross‐section images during introductory anatomy and dissection courses increases students’ understanding of both anatomy and radiology. Novel technologies such as augmented reality (AR) offer unique advantages for an interactive and hands‐on integration with the student at the center of the learning experience. In this article, the benefits of a previously proposed AR Magic Mirror system are compared to the Anatomage, a virtual dissection table as a system for combined anatomy and radiology teaching during a two‐semester gross anatomy course with 749 first‐year medical students, as well as a follow‐up elective course with 72 students. During the former, students worked with both systems in dedicated tutorial sessions which accompanied the anatomy lectures and provided survey‐based feedback. In the elective course, participants were assigned to three groups and underwent a self‐directed learning session using either Anatomage, Magic Mirror, or traditional radiology atlases. A pre‐ and posttest design with multiple choice questions revealed significant improvements in test scores between the two tests for both the Magic Mirror and the group using radiology atlases, while no significant differences in test scores were recorded for the Anatomage group. Furthermore, especially students with low mental rotation test (MRT) scores benefited from the Magic Mirror and Anatomage and achieved significantly higher posttest scores compared to students with a low MRT score in the theory group. Overall, the results provide supporting evidence that the Magic Mirror system achieves comparable results in terms of learning outcome to established anatomy learning tools such as Anatomage and radiology atlases.

show abstract

Creating a Human Gross Anatomy Laboratory: The Experience at a Primarily Undergraduate Institution

Zdilla

2020

Anatomical Sciences Ed

View full text Add to dashboard Cite

This paper details the creation of a human gross anatomy laboratory from a defunct chemistry laboratory at West Liberty University, a small primarily undergraduate institution in West Virginia. The article highlights important considerations with regard to the development of a human gross anatomy laboratory including access to human gifts; assessment of the space for size, security, and privacy; assessment of the utilities; acquisition of a dissection table; ventilation; aesthetics in functional design; expenses; and sustainability. The report also identifies favorable conditions and potential pitfalls regarding the creation of a human gross anatomy laboratory. This paper demonstrates that a human gross anatomy laboratory can be created quickly and at little expense.

show abstract

Increasing Medical Student Exposure to IR through Integration of IR into the Gross Anatomy Course

Cited by 16 publications

References 13 publications

Are interventional radiology and allied specialities neglected in undergraduate medical education? A systematic review

Are interventional radiology and allied specialities neglected in undergraduate medical education? A systematic review

The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy

Creating a Human Gross Anatomy Laboratory: The Experience at a Primarily Undergraduate Institution

Contact Info

Product

Resources

About