Medical Students Knowledge About Clinical Importance and Effective Teaching Methods of Anatomy

Gorgich, Enam Alhagh Charkhat; Sarbishegi, Maryam; Barfroshan, Sanam; Abedi, Ayub

doi:10.5812/semj.14316

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…In the present study there was a minimal improvement in the mean of post -test scores of students, this can be attributed to it being formative and hence required motivation on the part of the students to utilize the opportunity provided to them,it may also be due to the amount of time allotted was not sufficient whereas students in the clinical years studied mostly for improvingtheir clinical knowledge [24].…”

Section: Discussioncontrasting

confidence: 55%

Effectiveness of Clinically Relevant Anatomy Review Sessions held during Surgery Rotations

Kore,

Vishwakarma,

Rao

et al. 2023

IJAR

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Objective: To facilitate better understanding of clinically important surgical concepts a 2-houranatomy review session in the dissection hall was conducted for the final year medical students during their surgery rotation. Method: A quasi-experimental study was conducted on final year medical students during their surgery rotation. The study was administeredfor two consecutive academic years. For the study a 2-hour teaching session was jointly organized by the departments of surgery and anatomy in the dissection hall on selected topics. After the sessionfeedback was received via a survey questionnaire in both the years of study.In the second year of study in addition a pretest and posttest also were conducted to assess the learning of the students. Results: A total of 191 students responded to the feedback questionnaire. Responses to the feedback questionnaire showed that 76% of the students in the first year of study and 88% of students in the second year of the study strongly agreed that revisiting anatomy labs was helpful in understanding the surgical concepts. Majority of the students agreed that the topics covered in the session were adequate. Most of the students wanted more time to be allotted for the sessions and they also wanted a lecture before the session. The paired sample t test showed themean of total pretest was 6.7±1.76 and that of posttest was 6.63 ±2.61, showing slight improvement in the scores. Conclusion: Anatomy review sessions conducted for the final year medical students was found effective in improving learning of surgery. KEY WORDS: Anatomy, Surgery, Teaching, Review, Cadavers.

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Section: Discussioncontrasting

confidence: 55%

Effectiveness of Clinically Relevant Anatomy Review Sessions held during Surgery Rotations

Kore,

Vishwakarma,

Rao

et al. 2023

IJAR

View full text Add to dashboard Cite

show abstract

“…This could be a reflection of the fact that lectures are indispensable in higher education [ 35 ]. An Iranian cross sectional study evaluated the knowledge of 225 preclinical and clinical students on the methods of teaching anatomy and they too found that lectures were perceived to be the most effective instructional method [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

Teaching Musculoskeletal Module using dissection videos: feedback from medical students

et al. 2021

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Background and Aims Over the last two decades many medical schools have been exploring alternatives to hands-on cadaver dissection in teaching anatomy. This study aimed at reporting medical students’ feedback on using dissection videos in teaching anatomy of the musculoskeletal system. Methods Dissection videos were used to teach the anatomy of the musculoskeletal system for third year medical students. At the end of the module, feedbacks from medical students were reported using a questionnaire designed for this purpose. Statistically valid responses were considered for 284 students. Results Around 60% of the students enjoyed learning anatomy by watching dissection videos but the majority - mostly non-Jordanian - thought that the duration of the videos should be shorter. 83% (236/284)of the students enjoyed the presence of an instructor to guide them through the video and 85% (241/284) wanted to discuss the content with the instructor after watching. Most of the students liked to have access to the videos at any time in an open lab policy. Only 23% (66/284) of the students - mostly Jordanian – were willing to completely replace cadaveric prosections with dissection videos. Most of the students found that dissection videos helped them to understand anatomy lectures in a better way and in memorizing anatomical details. A significantly higher percentage of Jordanian students preferred watching dissection videos at home and preferred dissection videos to replace traditional anatomy lab sessions. Conclusions In the light of our present findings, using dissection videos as a teaching method of anatomy was well received by students. However, it seemed that the students wanted dissection videos to be integrated with using cadaveric prosections rather than replacing them.

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“…The structure of students' reactive anxiety, depending on the specifics of the studied program, is primarily associated with the features of teaching anatomy at these faculties, with varying degrees of program complexity and, accordingly, with different requirements for knowledge control [26]. This biomedical discipline is the most significant for students of the medical and pediatric faculties, who need to master in details large amounts of information on the whole organism's structure and to gain practical skills.…”

Section: -Discussionmentioning

confidence: 99%

Medical Students’ Reactive Anxiety as a Quality Criterion for Distance Learning during the SARS-COV-2 Pandemic

et al. 2021

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Background: Numerous studies have shown an effect of rapidly spreading SARS-COV-2 on combined anxiety-depressive disorders and maladjustment syndrome occurrences. Objective: To determine the primary medical students’ reactive anxiety level and the final scores of their educational progress in distance learning during the SARS-COV-2 pandemic. Materials and Methods: The study involved 824 students at medical universities in Saratov and Moscow. The assessment of the reactive anxiety level was carried out according to the State-Trait Anxiety Inventory, STAI; the average score of students' academic performance was calculated according to the data of the technological platform "1C: Enterprise" version 8.4.1. The survey was completed during distance learning in May 2020. The quality of distance learning was compared to a similar score for 2019, when students were trained in a traditional way. Statistical analysis was conducted using Statistica 6.0. Results: It was shown the presence of moderately severe disorders among the primary medical students according to the average score of reactive anxiety (43.28 ± 12.85), that expressed more in females s (p<0.05), After distance learning, lasting 25% of the whole course, the overall performance score in theoretical knowledge did not change significantly (p>0.05) but the practical skills suffered much especially in time trend (p<0.05). Novelty: It was found that a high level of the reactive anxiety negatively affects the students' adaptive capabilities and the education quality. The specificity of programs at different faculties can determine the state of the students' psychological status. Findings:Timely transition to online classes during pandemics helps to preserve the students' mental well-being and the quality of the educational process. The duration of distance learning for a practical course should not exceed 25% of the whole course. Doi: 10.28991/esj-2021-SPER-07 Full Text: PDF

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Medical Students Knowledge About Clinical Importance and Effective Teaching Methods of Anatomy

Cited by 5 publications

References 23 publications

Effectiveness of Clinically Relevant Anatomy Review Sessions held during Surgery Rotations

Effectiveness of Clinically Relevant Anatomy Review Sessions held during Surgery Rotations

Teaching Musculoskeletal Module using dissection videos: feedback from medical students

Medical Students’ Reactive Anxiety as a Quality Criterion for Distance Learning during the SARS-COV-2 Pandemic

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