A Novel Cadaveric Embalming Technique for Enhancing Visualisation of Human Anatomy

Thompson, Brian; Green, Emily; Scotcher, Kayleigh S.; Keenan, Iain D.

doi:10.1007/978-3-030-87779-8_13

Cited by 3 publications

(2 citation statements)

References 116 publications

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“…Previous work by the authors has described the post‐2017 case‐based curriculum for the Bachelor of Medicine and Surgery (MBBS) at NU 8,12,13,54,63,64 . Anatomy is delivered within relevant clinical cases throughout Year 1 and Year 2 of the pre‐clinical “Essentials of Medical Practice” (MED) phase of the program.…”

Section: Methodsmentioning

confidence: 99%

“…Previous work by the authors has described the post-2017 casebased curriculum for the Bachelor of Medicine and Surgery (MBBS) at NU. 8,12,13,54,63,64 Anatomy is delivered within relevant clinical cases throughout Year 1 and Year 2 of the pre-clinical "Essentials of Medical Practice" (MED) phase of the program. Musculoskeletal anatomy of the limbs and vertebral column is delivered as the final anatomical topic for year 2 between March-May and across Cases 23 (Arthritis; anatomy of the upper limb), 24 (Trauma; anatomy of the vertebral column, knee, and ankle), and 25 (Aging; anatomy of the hip joint).…”

Section: Medicinementioning

confidence: 99%

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Everyone can draw: An inclusive and transformative activity for conceptualization of topographic anatomy

Horne,

Hepworth,

Saunders

et al. 2024

Anatomical Sciences Ed

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Anatomical drawing traditionally involves illustration of labeled diagrams on two‐dimensional surfaces to represent topographical features. Despite the visual nature of anatomy, many learners perceive that they lack drawing skills and do not engage in art‐based learning. Recent advances in the capabilities of technology‐enhanced learning have enabled the rapid and inexpensive production of three‐dimensional anatomical models. This work describes a “drawing on model” activity in which learners observe and draw specific structures onto three‐dimensional models. Sport and exercise sciences (SES, n = 79) and medical (MED, n = 156) students at a United Kingdom medical school completed this activity using heart and femur models, respectively. Learner demographics, their perceptions of anatomy learning approaches, the value of the activity, and their confidence in understanding anatomical features, were obtained via validated questionnaire. Responses to 7‐point Likert‐type and free‐text items were analyzed by descriptive statistics and semi‐quantitative content analysis. Learners valued art‐based study (SES mean = 5.94 SD ±0.98; MED = 5.92 ± 1.05) and the “drawing on model” activity (SES = 6.33 ± 0.93; MED = 6.21 ± 0.94) and reported enhanced confidence in understanding of cardiac anatomy (5.61 ± 1.11), coronary arteries (6.03 ± 0.83), femur osteology (6.07 ± 1.07), and hip joint muscle actions (5.80 ± 1.20). Perceptions of learners were independent of both their sex and their art‐based study preferences (p < 0.05). Themes constructed from free‐text responses identified “interactivity,” “topography,” “transformative,” and “visualization,” as key elements of the approach, in addition to revealing some limitations. This work will have implications for anatomy educators seeking to engage learners in an inclusive, interactive, and effective learning activity for supporting three‐dimensional anatomical understanding.

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Section: Methodsmentioning

confidence: 99%