Medical education in the anatomical sciences: The winds of change continue to blow

Drake, Richard L.; McBride, Jennifer; Lachman, Nirusha; Pawlina, Wojciech

doi:10.1002/ase.117

Cited by 680 publications

(728 citation statements)

References 26 publications

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“…Anatomy instruction in clinical education is confronted with three challenges: first, the integration of basic science with clinical cases (AAMC-HHMI, 2009); second, the general need to shorten formal anatomy instruction to allow for new content to be added to the school-wide curriculum (Drake et al, 2002;Heylings, 2002;Drake et al, 2009;Gregory et al, 2009), while addressing the concern that medical students were ill-prepared in anatomy when entering clerkships and residency programs (Collins et al, 1994;Gordinier et al, 1995;Cottam, 1999;DiCaprio et al, 2003;Prince et al, 2005;Waterston and Stewart, 2005;Fitzgerald et al, 2008); and third, the value of dissection versus, technology-supported alternatives (Latman and Lanier, 2001;Heylings, 2002;McMillen et al, 2004;Granger et al, 2006;Trelease, 2006;Granger and Calleson, 2007;Winkelmann, 2007;Bergman et al, 2008;Trelease, 2008). These challenges have been faced with varying success by a number of medical schools that experimented with the design of their anatomy course .…”

Section: Introductionmentioning

confidence: 99%

Design, implementation, and evaluation of an innovative anatomy course

Rizzolo

Rando

O’Brien

et al. 2010

Anatomical Sciences Ed

100

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Starting in 2004, a medical school gross anatomy course faced with a 30% cut in hours went through an extensive redesign, which transformed a traditional dissection course into a course with a clinical focus, learning societies, and extensive on-line learning support. Built into the redesign process was an extensive and ongoing assessment process, which included student focus groups, faculty development, surveys, and examinations. These assessments were used formatively, to enhance the course from year to year, and summatively, to determine how well the course was meeting the new learning objectives. The assessments from focus groups and faculty development prompted changes in support structures provided to students and the training and preparation of faculty. Survey results showed that, after student satisfaction declined the first year, satisfaction increased steadily through the fourth iteration as the course gained acceptance by students and faculty alike. There was a corresponding increase in the performance of students on course examinations. An additional examination given to students one and a half and three years after their anatomy course ended demonstrated the redesigned course's long-term effectiveness for retaining anatomical knowledge and applying it to clinical cases. Compared to students who took the original course, students who took the shorter, more clinical course performed as well, or better, on each section of the examination. We attribute these positive results to the innovative course design and to the changes made based on our formative assessment program. Anat Sci Educ 3: 109-120, 2010.

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Section: Introductionmentioning

confidence: 99%

Design, implementation, and evaluation of an innovative anatomy course

Rizzolo

Rando

O’Brien

et al. 2010

Anatomical Sciences Ed

100

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“…Developing CPD programmes is particularly pertinent within anatomical education due to its diminishing presence within broadening medical curricula [37][38][39]. Currently, numerous approaches to remedy this potential shortfall in anatomy knowledge have been proposed, including: demonstrating and teaching assistantship schemes [40], the creation of postgraduate training centres and the development of specific postgraduate anatomy qualifications, such as the Diploma in Surgical Anatomy run by the University of Dunedin in New Zealand [41].…”

Section: Introductionmentioning

confidence: 99%

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

Pickering

Swinnerton

2017

Med.Sci.Educ.

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Massive open online courses (MOOCs) remain a novel and under-evaluated learning tool within anatomical and medical education. This study aimed to provide valuable information by using an anatomy MOOC to investigate the demographic profile, patterns of engagement and selfperceived benefits to healthcare professionals. A 21-item survey aimed at healthcare professionals was embedded into the Exploring Anatomy: The Human Abdomen MOOC, in April 2016. The course attracted 2711 individual learners with 94 of these completing the survey, and 79 of those confirming they worked full-or part-time as healthcare professionals. Variations in use across healthcare profession (allied healthcare professional, nurse or doctor) were explored using a Fisher's exact test to calculate significance across demographic, motivation and engagement items; one-way ANOVA was used to compare self-perceived benefits. Survey data revealed that 53.2% were allied healthcare professionals, 35.4% nurses and 11.4% doctors. Across all professions, the main motivation for enrolling was to learn new things in relation to their clinical practice, with a majority following the prescribed course pathway and utilising core, and clinically relevant, material. The main benefits were in relation to improving anatomy knowledge, which enabled better support for patients. This exploratory study assessing engagement and self-perceived benefits of an anatomy MOOC has shown a high level of ordered involvement, with some indicators suggesting possible benefits to patients by enhancing the subject knowledge of those enrolled. It is suggested that this type of learning tool should be further explored as an approach to continuing professional, and interprofessional, education.

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“…Dissection combines visual and touch sensation with auditory sensation through discussion amongst teachers and students, and thus engages multiple sensory modalities (Granger, 2004), as do 3D specimens and models. Due to reduced time available for gross anatomy in crowded curricula, medical and other health sciences students typically have only limited opportunities to learn from cadavers, prosected specimens, and/or 3D physical models (Fitzgerald et al, 2008;Drake et al, 2009;Craig et al, 2010;Bouwer et al, 2015). Furthermore, some universities lack access to donated cadavers and dissection facilities, or have eliminated dissection due to cost, ethical, safety, sociocultural or religious concerns, and potential negative effects on students' attitudes towards future patients (McLachlan et al, 2004;Lim et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Factors influencing undergraduate students’ acceptance of a haptic interface for learning gross anatomy

Yeom

Choi-Lundberg

Fluck

et al. 2017

ITSE

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Biographical Details:Soonja Yeom, is a Lecturer in School of Engineering and ICT. She teaches computer security and programming for the internet. Currently she is a PhD candidate with a thesis titled 'Undergraduate student acceptance of haptic simulation in gross anatomy learning'. Her research interests include technology-enhanced learning, human computer interface, and computer security.Derek Choi-Lundberg, PhD, is Senior Lecturer in Anatomy, School of Medicine, University of Tasmania. He teaches gross anatomy, neuroanatomy and embryology to first to third year medical students, and coordinates year 1, semester 2 of the MBBS course. His research interests include medical and anatomical sciences education, technology-enhanced learning, assessment, near-peer and reciprocal peer teaching & learning, and student learning approaches in anatomy.Andrew Fluck, PhD, is a Senior Lecturer in Information Technology and teacher educator at the University of Tasmania. He has an interest in curriculum transformation through the use of computers; developed an eExam system for students to use their own computers in high stakes assessment; and serves on the executive of Working Group 3.3 (research into educational applications of information technologies) for IFIP/UNESCO. See more at http://andrew.fluck.id.au/.Arthur Sale, PhD, is Emeritus Professor of Computer Science at the University of Tasmania. He has lectured on many aspects of ICT over a career of 55 years including human-computer interfaces, served as Chairman of the University's Professorial Board, as Pro Vice-Chancellor and was for 20 years head of the ICT department. He has published over 90 papers, many book chapters and two books. His primary research interests lie in computer design, programming languages, and the effects of the Internet on society.3 Abstract:Purpose -This research evaluates factors influencing undergraduate students' acceptance of a computer-aided learning (CAL) resource using the Phantom Omni haptic stylus to enable rotation, touch and kinaesthetic feedback, and display of names of three-dimensional (3D) human anatomical structures on a visual display. Design/methodology/approach -Software was developed using the software development life cycle, and was tested by students enrolled in various bachelor degrees at three stages of development within Technology Acceptance Model, action research and design research methodology frameworks, using mixed methods of quantitative and qualitative analysis. Findings -The learning system was generally well-accepted, with usefulness (72 ± 18, mean ± standard deviation, 0-100 visual analogue scale) rated higher (p<0.001) than ease of use (57 ± 22). Ease of use ratings declined across the three versions as modules were added and complexity increased. Students with prior experience with 3D interfaces had higher intention to use the system, and scored higher on identification of anatomical structures. Students with greater kinaesthetic learning preferences tended to rate the system higher. Haptic feedback was consi...

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Medical education in the anatomical sciences: The winds of change continue to blow

Cited by 680 publications

References 26 publications

Design, implementation, and evaluation of an innovative anatomy course

Design, implementation, and evaluation of an innovative anatomy course

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

Factors influencing undergraduate students’ acceptance of a haptic interface for learning gross anatomy

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