A survey of medical students on the impact of a new digital imaging library in the dissection room

Abstract

Radiology has a recognised role in undergraduate anatomy education. The recent digitalisation of radiology has created new learning opportunities involving techniques such as image labelling, 3D reconstruction, and multiplanar reformatting. An opportunity was identified at the University of Nottingham to create a digital library of normal radiology images as a learner-driven adjunct in anatomy dissection sessions. We describe the process of creating a de novo digital library by sourcing images for presentation at computer workstations. Students' attitudes towards this new resource were assessed using a questionnaire which used a 5 point Likert scale and also offered free text responses. One hundred and forty-one out of 260 students (54%) completed the questionnaire. The most notable findings were: a positive response to the relevance of imaging to the session topics (median score 4), strong agreement that images should be available on the university website (median score 5), and disagreement that enough workstations were available (median score 2). About 24% of respondents suggested independently that images needed more labeling to help with orientation and identification. This first phase of supplying a comprehensive imaging library can be regarded as a success. Increasing availability and incorporating dynamic labeling are well recognized as important design concepts for electronic learning resources and these will be improved in the second phase of delivery as a direct result of student feedback. Hopefully other centers can benefit from this experience and will consider such a venture to be worthwhile.

Use of Clinical Cases in a Virtual Learning Environment as an Approach to Teaching Human Embryology

“…In this respect, digital resources are becoming an important part of health education (Schultze-Mosgau et al, 2004;Beux & Fieschi, 2007;Chen et al, 2008;Turmezei, 2009;Silva et al, 2011). It is therefore expected that the inclusion of these resources in the study of morphological sciences will facilitate access to practical contents involved in distance learning in order to extend the benefits to different education sectors of the society.…”

Simulation techniques in the anatomy curriculum: review of literature

“…Implementation of radiology basics and new learning opportunities involving such techniques as image labelling, 3D reconstruction, and multiplanar reformatting appear to be relevant [48]. The virtual human dissector or the 3D stereoscopic images are significant elements of the modern anatomical curriculum making the study of anatomy more effective [12,16,35,40].…”

Direct correlation of radiologic and cadaveric structures in a gross anatomy course

“…In a previous study that provided passive access to radiographic imaging during dissection, students reported that direct instruction and additional labeling would further potentiate the use of radiographic imaging in the anatomy laboratory (Turmezei et al 2009). In addition, there is a long-held belief and evidence that mental rotation ability and spatial reasoning are necessary for both radiologic and gross anatomical comprehension (Squire 1969;Squire et al 1975;Folan & de Montfort Supple 1986;Terrell 2006;Khalil et al 2008).…”

“…The most commonly reported methods to incorporate radiology with anatomy instruction include concurrent radiology lectures (Sullivan et al 1987;Squire 1989;Erkonen et al 1992), small group learning with (Forrester 1971) and without (Tegtmeyer et al 1974;Whitley 1977) formal instructors, and radiologic images of de-identified patients in the dissection laboratory (Squire et al 1975;Reidy et al 1978;Bassett & Squire 1985;Turmezei et al 2009). Others include problembased learning (Navsa et al 2004;Subramaniam et al 2004;Subramaniam 2006), ultrasound workshops using students and human models (Teichgraber et al 1996;Wittich et al 2002), and radiologic imaging of dissection laboratory cadavers (McNiesh et al 1983;Hisley et al 2008).…”