Relationship of creative projects in anatomy to medical student professionalism, test performance and stress: an exploratory study

Shapiro, Johanna; Nguyen, Vincent; Mourra, Sarah; Boker, John R.; Ross, Marianne; Thai, Trung Minh; Leonard, Robert T.

doi:10.1186/1472-6920-9-65

Cited by 24 publications

(11 citation statements)

References 29 publications

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“…With limited time to teach anatomy at preclinical level, traditional learning methods may require updating (Older, 2004;Evans and Watt, 2005;Azer and Eizenberg, 2007;Kostas et al, 2007;Winkelmann, 2007;Philip et al, 2008). Modern methods of anatomy teaching include focused teaching based on clinically relevant correlations and the anatomy of clinical imaging rather than didactic rote learning of conventional academic anatomical facts (Older, 2004;Evans and Watt, 2005;Moxham, 2006, 2008;Kostas et al, 2007;Turney, 2007;Philip et al, 2008;Finn and McLachlan, 2010;Shapiro et al, 2009).…”

Section: Introductionmentioning

confidence: 96%

A three‐year prospective longitudinal cohort study of medical students' attitudes toward anatomy teaching and their career aspirations

Bhangu¹,

Boutefnouchet²,

Xu³

et al. 2010

Anatomical Sciences Ed

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Today's medical students are faced with numerous learning needs. Continuously developing curricula have reduced time for basic science subjects such as anatomy. This study aimed to determine the students' views on the relevance of anatomy teaching, anatomical knowledge, and the effect these have on their career choices. A Likert scale questionnaire was distributed to second year medical students [response rate 91% (n = 292/320)]. The same questionnaire was subsequently distributed to the cohort three years later when they were final year students [response rate 37% (n = 146/392)]. Students in both the cohorts of study agreed strongly that clinically correlated anatomical teaching was relevant to clinical practice (92% and 86% of second and final year respondents, respectively) and helped them during their clinical placements (73% and 92%, respectively). Only 28% of the second year and 31% of the final year students agreed that their anatomy teaching prepared them to interpret clinical images (P = 0.269). Only 14% of the final year students felt confident in their knowledge of anatomy. Of the final year students, 30% felt that they had enough opportunity to scrub in the operating room. Nearly half of those students who would consider surgery as a career (19%) think that they will eventually become surgeons (11%). This data suggests that modern anatomy curriculum should focus on clinical correlations and clinical image interpretation. Students would value more opportunities to participate in surgeries. Vertical integration of anatomy teaching throughout the full medical course may be useful.

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Section: Introductionmentioning

confidence: 96%

A three‐year prospective longitudinal cohort study of medical students' attitudes toward anatomy teaching and their career aspirations

Bhangu¹,

Boutefnouchet²,

Xu³

et al. 2010

Anatomical Sciences Ed

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show abstract

“…Gibbs (2003) claimed that teachers need to develop the capacity to exercise control over their internal world (emotions, thoughts and beliefs) and in this way improve their teaching abilities. Shapiro (2009) believes that through the expression of emotional identity, teachers can develop greater reflexivity, stronger solidarity and heightened sensitivity towards their colleagues and students. However, to date there is no direct empirical examination of the relationship between EI and a teacher's teaching skills.…”

Section: Ei In Educationmentioning

confidence: 99%

Emotional Intelligence and Teaching Self-Efficacy as Predictors of Teaching Ability

Walter

2013

JSE

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Emotional Intelligence (EI) has proved to be a promising concept in the fields of psychology and education. EI is still being regarded cautiously as a 'gold standard' for measurement and prediction for acceptance for teacher training program. This study examines the potential contribution of four measures -EI, teaching self-efficacy (TSE), psychometric exam grades, and grades of teaching skills during field training. The research population comprised 100 student teachers from college in northern Israel. The findings will help to shed more light on the implications of EI and point to future directions in the evaluation, selection and training of excellent teachers.

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“…Jokes and stories about cadavers have been described as important aspect of medical student socialization. 49 On the other hand, anatomy can be used as fertile material for teaching reflection and encouraging creative expression, 51 and studying the reciprocal influence of art and neuroanatomy may serve as a means of deepening appreciation of both. 52 Anatomy has been used as a means of teaching professionalism to medical students, 53 and some have developed professionalism curricula with exercises that encourage the development of reflective skills.…”

Section: The Future Of the Neuroanatomy Curriculummentioning

confidence: 99%

Changing Concepts of Neuroanatomy Teaching in Medical Education

Hazelton

2011

Teaching and Learning in Medicine

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The widespread adoption of competency-based education, the emphasis on outcome-based objectives, patient- and learner-centered approaches, and a renewed interest in humanistic aspects of medical education have all contributed to a changing educational milieu. These changes have led to a number of curricular innovations. However, questions remain as to what should be taught to medical learners, and how best to teach it.

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Relationship of creative projects in anatomy to medical student professionalism, test performance and stress: an exploratory study

Abstract: Background: The anatomy course offers important opportunities to develop professionalism at an early stage in medical education. It is an academically significant course that also engenders stress in some students.

Cited by 24 publications

References 29 publications

A three‐year prospective longitudinal cohort study of medical students' attitudes toward anatomy teaching and their career aspirations

A three‐year prospective longitudinal cohort study of medical students' attitudes toward anatomy teaching and their career aspirations

Emotional Intelligence and Teaching Self-Efficacy as Predictors of Teaching Ability

Changing Concepts of Neuroanatomy Teaching in Medical Education

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