Upper Limb Anatomy Tutorial Using an Imaging Platform

Lazarus, Michelle D.; Fanelli, Matthew; Stanley, Alison; Brian, Pamela L.

doi:10.15766/mep_2374-8265.10167

Cited by 4 publications

(23 citation statements)

References 4 publications

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“…21,22 Here, we set out to accomplish this by creating a self-paced PowerPoint medical imaging tutorial designed to illustrate key anatomical structures and relationships, clinical concepts, and medical imaging contexts in a manner similar to our previous resources. 12–14 While this tutorial extended the series by focusing on a novel area of anatomy, the tutorial evaluation differed. The flexibility of the PowerPoint format allows users to identify the location that they choose to begin with and focus on, which lets students reduce the length of the tutorial as needed.…”

Section: Discussionmentioning

confidence: 99%

“…The finding does contradict our previous work wherein the overall improvement of inferred anatomy knowledge was significantly greater following tutorial exposure. 12 This may be due to the differences in experimental design or because of the difference in complexities between the anatomical regions. In the previous studies, students were also participating in embedded anatomy curricula that may have helped improve their contextual applications in additional areas.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, pelvic anatomy is inherently much more structurally complex than upper limb anatomy, the tutorial that resulted in the most improvement postintervention. 12 The pelvic area is complex due to the multiple organ systems it incorporates, including the gastrointestinal system, renal system, and genital areas, and particularly for novice learners, it is difficult to integrate these many structures and visualize the area spatially. Additionally, the pelvis is substantially different between males and females, as opposed to all other abdominal regions that have been previously covered in our tutorial series; this adds further complexity for students when learning the bony structures, organs, and blood supply.…”

Section: Discussionmentioning

confidence: 99%

“…Radiological images used in the presentation were obtained from a deidentified historical imaging database, as previously described in our other resources. 12–14…”

Section: Methodsmentioning

confidence: 99%

“…Where previous tutorials in the series have focused on the teaching of upper limb, lower limb, and thoracic anatomy, 12–14 this tutorial has been developed for the pelvic region, which is a complex anatomical region especially for novice learners. The pelvic area contains many structures and organ systems that can be difficult to integrate.…”

Section: Introductionmentioning

confidence: 99%

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Pelvis Anatomy Tutorial Using Radiological Images

et al. 2018

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IntroductionImproving integration between basic science and clinical application is essential in medical education. Anatomy courses can do this by focusing on medical imaging interpretation. Most imaging textbooks rely on structural identification, which novice learners often struggle to apply to the health care environment, particularly in complex regions like the pelvis, which is multifaceted and differs substantially between sexes. To address this deficit, this resource extends our imaging-based tutorial series.MethodsThis tutorial was a self-administered PowerPoint incorporating X-ray, computed tomography, and magnetic resonance imaging, which are all often used for the pelvic region, as well as self-quizzing and clinical applications. Using repeated-measures, control/experimental design, the tutorial was evaluated as a review tool for 57 Australian medical students in preclerkship years. Participants were evaluated by a rating self-efficacy scale, knowledge-based testing (multiple-choice, short-answer, and identification questions), and feedback to open-ended questions.ResultsResults indicate that the tutorial significantly improved direct knowledge (p = .006), as the experimental group's posttutorial scores for direct questions were superior by 21% on average. Significant improvements occurred specifically for direct short-answer and indirect image-identification questions.DiscussionThese results suggest the tutorial is an effective review tool. While previous tutorials were evaluated as adjunct tools, this tutorial was evaluated post–anatomy teaching with similar results. Students improved in direct and applied anatomy following tutorial exposure. This suggests that the tutorial series comprises valuable review and supplementary materials. None of our tutorials have been evaluated as a sole mechanism for teaching anatomy or imaging.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…Radiological images used in the presentation were obtained from a deidentified historical imaging database, as previously described in our other resources. 12–14…”

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pelvis Anatomy Tutorial Using Radiological Images

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Abdominal Anatomy Tutorial Using a Medical Imaging Platform

et al. 2018

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IntroductionEasing students' transition to the clinical environment is vital in medical education. For anatomy, this can be achieved by incorporating medical imaging. Most resources for study of imaging solely cover structural identification, which does not adequately prepare students to interpret imaging in clinical practice. This resource adds to a series of tutorials incorporating clinical applications of anatomy.MethodsThe tutorial was a self-administered PowerPoint that guided students through principles of abdominal anatomy. It integrated radiological images, including X-ray, computed tomography, and magnetic resonance imaging, plus clinical correlations and self-evaluation. It was evaluated as a review tool, using repeated-measures control/experimental design, on 100 Australian medical students in preclerkship years. Testing comprised knowledge-based questionnaires, a Likert self-efficacy scale, and open-ended evaluation questions.ResultsResults suggest the tutorial significantly improved direct knowledge (p < .001), as the experimental group's posttutorial test scores were superior for direct questions by 32% on average. This difference was particularly significant for short-answer and multiple-choice questions. Students' confidence with anatomy and imaging was enhanced.DiscussionThese results demonstrate the tutorial's strength as a review resource. Unlike our previous work, where students received tutorials alongside anatomy teaching, this tutorial was assessed after coursework completion with similar results. Direct knowledge significantly improved; however, indirect applications did not, perhaps due to complexity of the region. Nonetheless, the results reinforce the value of the series' tutorials as review tools, as well as adjunct tools alongside anatomy curricula. There is scope for further research into their use as stand-alone resources.

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Learning Head and Neck Anatomy Through a Radiological Imaging Platform

et al. 2022

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Introduction: Head and neck anatomy is complex for students to learn and educators to teach. Instructing students on anatomy using radiological imaging can aid comprehension and prepare them for future clinical practice. Computer-aided anatomy instruction is accessible to diverse learners and avoids barriers identified with face-to-face teaching. Methods: We designed a self-guided PowerPoint tutorial with multiple medical imaging modalities, clinical correlations, and self-review questions incorporated throughout. The tutorial was evaluated with a group of 178 Australian preclinical medical students who had prior teaching related to head and neck anatomy. Student participants were divided into experimental and control groups. Participants completed two knowledge assessments: experimental group before and after tutorial engagement and control group before tutorial engagement. All participants were invited to provide feedback on their experiences with the tutorial via questionnaires. Results: Engagement with the tutorial improved overall head and neck anatomy knowledge (p < .001). Knowledge outcomes were maintained across question group type (e.g., multiple-choice questions, identification, and short-answer questions; p < .05), with participants reporting 96% overall positive feedback related to the tutorial experience. Discussion: Given the improved outcomes following tutorial exposure, our results suggest that this tutorial is efficacious when used in concert with existing anatomy curricula. Participants' perceived value of the tutorial additionally suggests that it would be taken up well by medical students and is an effective addition to the existing tutorial series. Further research is needed to assess the tutorial's use as a stand-alone addition to the anatomy curriculum.

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Upper Limb Anatomy Tutorial Using an Imaging Platform

Cited by 4 publications

References 4 publications

Pelvis Anatomy Tutorial Using Radiological Images

Pelvis Anatomy Tutorial Using Radiological Images

Abdominal Anatomy Tutorial Using a Medical Imaging Platform

Learning Head and Neck Anatomy Through a Radiological Imaging Platform

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