Anatomical sciences in the allopathic medical school curriculum in the United States between 1967–2001

Gartner, Leslie P.

doi:10.1002/ca.10159

Cited by 57 publications

(57 citation statements)

References 19 publications

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“…2 Traditionally, methods of learning neuroanatomy have included extended teaching time and supplementation through anatomic dissection and histological slides to examine the spatial 3-dimensional relations between structures. 3 Time constraints and desire for cost-effectiveness have prompted medical schools to reduce anatomy and laboratory teaching time with human cadaveric specimens, [3][4][5][6] the main supplementation material being textbooks and 2-dimensional images. 3,7 These restrictions may influence a person's ability to translate 2-dimensional to 3-dimensional spatial relations, as it requires the student to perform complex cognitive reconstructions, 8,9 potentially impairing neuroanatomical learning.…”

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confidence: 99%

Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study

et al. 2018

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Background: Spatial 3-dimensional understanding of the brain is essential to learning neuroanatomy, and 3-dimensional learning techniques have been proposed as tools to enhance neuroanatomy training. The aim of this study was to examine the impact of immersive virtual-reality neuroanatomy training and compare it to traditional paper-based methods. Methods:In this randomized controlled study, participants consisted of first-or second-year medical students from the University of Saskatchewan recruited via email and posters displayed throughout the medical school. Participants were randomly assigned to the virtual-reality group or the paper-based group and studied the spatial relations between neural structures for 12 minutes after performing a neuroanatomy baseline test, with both test and control questions. A postintervention test was administered immediately after the study period and 5-9 days later. Satisfaction measures were obtained. Results:Of the 66 participants randomly assigned to the study groups, 64 were included in the final analysis, 31 in the virtual-reality group and 33 in the paper-based group. The 2 groups performed comparably on the baseline questions and showed significant performance improvement on the test questions following study. There were no significant differences between groups for the control questions, the postintervention test questions or the 7-day postintervention test questions. Satisfaction survey results indicated that neurophobia was decreased. Interpretation:Results from this study provide evidence that training in neuroanatomy in an immersive and interactive virtual-reality environment may be an effective neuroanatomy learning tool that warrants further study. They also suggest that integration of virtualreality into neuroanatomy training may improve knowledge retention, increase study motivation and decrease neurophobia. Abstract Research E104CMAJ OPEN, 6(1)

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confidence: 99%

Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study

et al. 2018

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“…One growing trend, however, is a reduction in time spent on human gross anatomy, one of the core foundations of medicine. The average time allocated to gross anatomy in United States allopathic medical schools has fallen from 249 hours to 144 hours from 1967 to 2001 (Gartner, 2003). The reduction raises concerns about whether the current state of anatomy education properly equips graduates for residency and beyond, (Waterston & Stewart, 2005) especially since the first year of medical school is often the only time specifically devoted to teaching anatomy.…”

Section: Introductionmentioning

confidence: 99%

A Five-Year Institutional Study of the Effectiveness of Fourth-Year Clinical Anatomy in Promoting Musculoskeletal Education

Shah¹,

Dooley-Hash²,

Craig³

et al. 2014

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Despite the increasing prevalence of musculoskeletal disease in the population, studies continue to show deficiencies in the duration and extent of musculoskeletal education. From 2009-2013, senior medical students enrolled in a clinical anatomy elective at our institution's medical school completed pre-and post-course examinations related to musculoskeletal education with associated radiographic interpretation and physical examination correlates. A control group of fourthyear students who did not participate in a clinical anatomy elective completed a comparable exam. Student pre-course and control group test scores averaged 54%. The control group scored at the same level for the radiographic (pre-course average 65%, control-group average 61%, p = 0.21) and physical exam sections (pre-course average 56%, control-group average 53%, p = 0.28), and lower in the musculoskeletal portion (pre-course average 50%, control-group average 39%, p < 0.001). Students completing a clinical anatomy elective scored significantly higher on their postcourse examination compared to their pre-course examination on all sections (p < 0.001) and scored higher than their classmates in the control group, with mean test scores of 84% for the combined sections, representing a 28% improvement. Senior medical students demonstrated deficits in knowledge related to musculoskeletal medicine. Following a focused fourth-year anatomy elective providing students with the opportunity to focus their learning of anatomy in a clinical context, students' knowledge in musculoskeletal medicine increased substantially.

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“…On the other hand, the time devoted to anatomical dissection is declining and in parallel increasing lack of anatomical knowledge induces crisis in surgery that cause damage to underlying structures by surgeons specially during general and vascular surgery (Dobson, 2007;Gartner, 2003;Goodwin, 2000;Raftery, 2006). Finally, fixation materials such as formalin and phenol make the nerves and the veins to be similar staining feature like arteries that leads the difficulties to distinguish these three anatomical structures.…”

Section: Introductionmentioning

confidence: 99%

Contemporary Staining of Arterial System with Cadaver Fixation: An Experimental Study

2012

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SUMMARY:Although many methods are investigated, cadavers have unique role for education of gross anatomy. This study was performed to make cadaveric based gross anatomy more enjoyable and decrease the time needed for achievement of arterial system for teachers and learners. The adult rabbits in control (n=3) and experimental groups (n=9) sacrificed following deep anesthesia. The samples were fixed by injection of fixative solution to the left ventricle and the corps dropped to the traditional fixative liquid for at least 1 month. The injected fixative solution of experimental group contained stained human red blood cells. The red blood cells stained by eosin (0.25% in saline) for 30 minutes and injected between two injections of fixative. After passing the period of fixation, the samples were dissected and arterial system in the Neck, Trunk and extremities were recognized. The degree of staining of the arteries categorized as low, medium and high. The data of staining of arteries were analyzed by chi square using SPSS 16.0 for Windows XP (SPSS Inc., Chicago, IL). P value< 0.05 was considered significant. In almost all of the experimental samples, axillary and femoral arteries were stained (P= 0.005). The arteries of the neck (carotids), the wall of thorax (Intercostals), arch of aorta, abdominal arteries (renal, mesenteric) and iliac arteries stained (p=0.000). This study presents inexpensive and readily used protocol for making easier learning and teaching of gross anatomy by differentiating arteries from their associated nerves and veins in cadavers.

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Anatomical sciences in the allopathic medical school curriculum in the United States between 1967–2001

Cited by 57 publications

References 19 publications

Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study

Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study

A Five-Year Institutional Study of the Effectiveness of Fourth-Year Clinical Anatomy in Promoting Musculoskeletal Education

Contemporary Staining of Arterial System with Cadaver Fixation: An Experimental Study

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