Student-Centered Learning in the Anatomy Laboratory: Medical Students’ Perspective

Abdullah, Elias; Lone, Mutahira; Balta, Joy Y.

doi:10.1007/s40670-020-01094-w

Cited by 5 publications

(7 citation statements)

References 23 publications

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“…Although some anatomy-related teaching approaches have traditionally included various strategies such as cadaver dissection or the use of anatomical models (Choi-Lundberg et al, 2016;Ghosh, 2017;Pais et al, 2017), new teaching approaches have recently been studied, including prosected specimens (Mitrousias et al, 2020), computer-aided instruction (Wilson et al, 2019), educational websites (Natsis et al, 2021); bodypainting (Diaz and Woolley, 2021), integrated problem-based learning cases (Doomernik et al, 2017), brainstorming (Goswami et al, 2017), and even effective use of the museum (Kim et al, 2017;Memon et al, 2020). Likewise, attitudes toward assorted teaching approaches have been explored in a number of studies (Abdullah et al, 2020;Estai and Bunt, 2016;Pruitt et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The impact of using an “anatomy escape room” on nursing students: A comparative study

Molina-Torres

Cardona

Requena

et al. 2022

Nurse Education Today

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Section: Introductionmentioning

confidence: 99%

The impact of using an “anatomy escape room” on nursing students: A comparative study

Molina-Torres

Cardona

Requena

et al. 2022

Nurse Education Today

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“…Specifically, 19 (58%) of the studies investigated the use of collaborative learning which aligned with the UDL checkpoint “foster collaboration and community”. Collaborative learning was introduced via a variety of methods including small group learning, a flipped classroom or peer assessment (Inuwa et al, 2012; Bergman et al, 2013b; Pratten et al, 2014; McBride & Drake, 2015; Park & Howell, 2015; Manyama et al, 2016; Hoffmann et al, 2019; Oakes et al, 2019; Abdullah et al, 2020; Mogali et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Evidently, there is scant research on how students enrolled in allied health programs are taught anatomy. For example, clinical therapy programs are considered new and young (Paden, 1970;Quiroga, 1995;Donnelly et al, 2013) when compared to the a Studies in which themes appear: A, (Abdullah et al, 2020); B, (Anyanwu, 2013); C, (Bacro et al, 2013);D, (Ben Awadh et al, 2022); E, (Bergman et al, 2013b); F, (Dua et al, 2021); G, (Felszeghy et al, 2019); H, (Gnanasegaram et al, 2020); I, (Golenhofen et al, 2020); J, (Guimarães et al, 2019); K, (Hoffmann et al, 2019); L, (Hu et al, 2016); M, (Inuwa et al, 2012); N, (Jaffar, 2012); O, (Kranz et al, 2017); P, (Lee et al, 2020); Q, (Lorenzo-Alvarez et al, 2020); R, (Ma et al, 2016); S, (Manyama et al, 2016); T, (McBride & Drake, 2015); U, (McCluskey et al, 2015); V, (Mogali et al, 2019); W, (Mogali et al, 2020); X, (Murphy et al, 2014); Y, (Nathaniel et al, 2018); Z, (Oakes et al, 2019); AA, (Ocak & Topal, 2015); AB, (Park & Howell, 2015); AC, (Pillay et al, 2019); AD, (Pratten et al, 2014); AE, (Rao Bhagavathula et al, 2022); AF, (Rezende et al, 2020); AG, (Yohannan et al, 2022).…”

Section: Universal Design For Learning In Third Level Anatomy Educationmentioning

confidence: 99%

Universal design for learning in anatomy education of healthcare students: A scoping review

Dempsey

Lone

Nolan

et al. 2022

Anatomical Sciences Ed

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In recent years, the hours dedicated to teaching anatomy through dissection and didactic lectures to students of medicine and allied health professions, in the physical university environment, has reduced due to the advancement of technology and competition with teaching time from other disciplines (Papa & Vaccarezza, 2013;Wong et al., 2020). Additionally, there are concerns among medical and dental practitioners about poor anatomical knowledge among recent healthcare graduates (Durham et al., 2009;Fillmore et al., 2016;Hagan & Jaffe, 2018). Moreover, there appears to be a paucity of published research concerning the anatomical knowledge of occupational therapy (OT) and speech and language therapy (SLT) graduates. Anatomy is one of the fundamental subjects in healthcare curricula and is considered indispensable for safe and effective practice (Smith et al., 2016). It is not only healthcare professionals that notice the inadequate anatomical knowledge among graduates, students themselves also recognize this. Students in the early stages of their medical degree have described anatomy as boring and relate it to learning off reams of factual information which demands

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“…The supplemental anatomy curriculum in the present study enhanced the standard approach to anatomical learning at this medical school by providing a peer‐to‐peer learning environment and by offering additional hours of MSK anatomy instruction. Peer‐to‐peer models for anatomy teaching has been shown to help learners stay focused, provide a more relaxing learning environment, and facilitate independent learning skills (Abdullah et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Supplemental musculoskeletal anatomy education in a shortened medical school curriculum

et al. 2022

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To address anatomy knowledge gaps exacerbated by the education constraints of a new shortened medical school curriculum and the COVID-19 pandemic, the Orthopedic Surgery Interest Group (OSIG) created a novel hybrid anatomy curriculum for students interested in orthopedic surgery. The main objectives were to determine (1) Does this elective supplement to the curriculum improve students' perceived confidence with regard to orthopedic anatomy? (2) What are the students' preferred formats for receiving this elective supplement to the curriculum? To determine this, we used a prospective study design to determine the impact of the OSIG's student-led hybrid anatomy sessions. A survey with a five-point Likert scale (1) Strongly disagree;(2) Disagree; (3) Neither agree nor disagree; (4) Agree; (5) Strongly agree; was used to quantify responses. Chi-squared tests, Fisher's exact tests and T-tests were used when appropriate. Our results show that participants without prior anatomy experience rated the course higher on average when compared with those with prior anatomy experience (4.27 vs. 3.67, respectively; p = 0.168). Most students (88.2%) prefer for anatomy sessions to be held more frequently and 76.4% enjoyed having virtual components. 82.4% of participants reported that this course improved their selfconfidence regarding orthopedic anatomy, and 100% would recommend it to other students. Most students enjoyed the course and reported improved self-perceived anatomy knowledge after participating. Medical schools that have a shortened anatomy curriculum can consider using the present study as a model for an optional musculoskeletal anatomy supplement at their institution.

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Student-Centered Learning in the Anatomy Laboratory: Medical Students’ Perspective

Cited by 5 publications

References 23 publications

The impact of using an “anatomy escape room” on nursing students: A comparative study

The impact of using an “anatomy escape room” on nursing students: A comparative study

Universal design for learning in anatomy education of healthcare students: A scoping review

Supplemental musculoskeletal anatomy education in a shortened medical school curriculum

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