A Hands‐On Organ‐Slicing Activity to Teach the Cross‐Sectional Anatomy

Abstract

The presentation of pre‐sliced specimens is a frequently used method in the laboratory teaching of cross‐sectional anatomy. In the present study, a new teaching method based on a hands‐on slicing activity was introduced into the teaching of brain, heart, and liver cross‐sectional anatomy. A randomized, controlled trial was performed. A total of 182 third‐year medical students were randomized into a control group taught with the prosection mode (pre‐sliced organ viewing) and an experimental group taught with the dissection mode (hands‐on organ slicing). These teaching methods were assessed by testing the students' knowledge of cross‐sectional specimens and cross‐sectional radiological images, and analyzing students' feedback. Using a specimen test on three organs (brain, heart, and liver), significant differences were observed in the mean scores of the control and experimental groups: for brain 59.6% (±14.2) vs. 70.1% (±15.5), (P < 0.001, Cohen's d = 0.17); for heart: 57.6% (±12.5) vs. 75.6% (±15.3), (P < 0.001, d = 0.30); and for liver: 60.4% (±14.5) vs. 81.7% (±14.2), (P < 0.001, d = 0.46). In a cross‐sectional radiological image test, better performance was also found in the experimental group (P < 0.001). The mean scores of the control vs. experimental groups were as follows: for brain imaging 63.9% (±15.1) vs. 71.1% (±16.1); for heart imaging 64.7% (±14.5) vs. 75.2% (±15.5); and for liver imaging 61.1% (±15.5) vs. 81.2% (±14.6), respectively. The effect sizes (Cohen's d) were 0.05, 0.23, and 0.52, respectively. Students in the lower tertile benefited the most from the slicing experiences. Students' feedback was generally positive. Hands‐on slicing activity can increase the effectiveness of anatomy teaching and increase students' ability to interpret radiological images.

The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic

“…Anatomy courses of medical students usually include comprehensive lectures in lecture halls and complete dissection of human bodies in laboratories (Gangata et al, 2010 ; Akinola, 2011 ). In particular, “hands‐on” dissection experience is important for medical students preparing to become surgeons to acquire surgical skills for future clinical practice (O'Leary et al, 2019 ; Li et al, 2020 ; Kim et al, 2021a ). The first Covid‐19 case in Taiwan was reported in January 2020, and learning practices had to be altered to follow Taiwan Centers for Disease Control guidelines (<60 people in a laboratory and a requirement to wear a mask) during the Covid‐19 pandemic (Liu et al, 2020 ; Cheng & Huang, 2021 ).…”

Inclusion of cross‐sectional and radiological images for better understanding of musculoskeletal anatomy and decreasing the risk of adverse events during dry needling in undergraduate physiotherapy students

“…Although the inclusion of sectional images for better anatomical understanding is not a novel procedure [53][54][55][56][57] and despite the increasing interest of PTs in radiological imaging for clinical, educative and research, 19 there is limited evidence on PT anatomy education research. In fact, up to the authors' knowledge, this is the first study conducted in PT students for assessing whether the inclusion of cross-sectional and radiological images can assist the students on learning anatomy and avoid adverse events during invasive procedures commonly used during the clinical practice.…”

“…It should be noted that this is not the first study receiving negative feedback from students in this sense or showing a point-of-view discrepancy between students and stablished professionals, 73 and even if the students' concerns need to be raised in the future, incorporating new contents requires time and patience 31 since students' opinions positively change in later courses. 74 Further research implementing additional resources such as mobile radiology apps, 75 gamification with immersive simulators 76 and more interactive strategies 54,56 may improve the attractiveness of cross-sectional resources.…”