Applied clinical anatomy: the successful integration of anatomy into specialty-specific senior electives

Morgan, Helen; Zeller, John L.; Hughes, David T.; Dooley-Hash, Suzanne; Klein, Katherine A.; Caty, Rachel; Santen, Sally A.

doi:10.1007/s00276-016-1713-y

Cited by 24 publications

(19 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With regard to integrating clinical relevance in basic science courses, both simulation 16 , 17 and live patient 18 interactions have been found to have potential. Integration of basic sciences into clinical years might involve formally revisiting basic science courses; 6 examples involve anatomical reviews or hands‐on activities 19 – 22 . Another approach utilizes senior students as authors of case‐based small group sessions for first‐year students in biochemistry 23 …”

Section: Discussionmentioning

confidence: 99%

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School

Hoeven

Zhu

et al. 2018

Journal of Dental Education

View full text Add to dashboard Cite

Although dental education has traditionally been organized into basic sciences education (first and second years) and clinical education (third and fourth years), there has been growing interest in ways to better integrate the two to more effectively educate students and prepare them for practice. Since 2012, The University of Texas School of Dentistry at Houston (UTSD) has made it a priority to improve integration of basic and clinical sciences, with a focus to this point on integrating the basic sciences. The aim of this study was to determine the perspectives of basic and clinical science faculty members regarding basic and clinical sciences integration and the degree of integration currently occurring. In October 2016, all 227 faculty members (15 basic scientists and 212 clinicians) were invited to participate in an online survey. Of the 212 clinicians, 84 completed the clinician educator survey (response rate 40%). All 15 basic scientists completed the basic science educator survey (response rate 100%). The majority of basic and clinical respondents affirmed the value of integration (93.3%, 97.6%, respectively) and reported regular integration in their teaching (80%, 86.9%). There were no significant differences between basic scientists and clinicians on perceived importance (p=0.457) and comfort with integration (p=0.240), but the basic scientists were more likely to integrate (p=0.039) and collaborate (p=0.021) than the clinicians. There were no significant differences between generalist and specialist clinicians on importance (p=0.474) and degree (p=0.972) of integration in teaching and intent to collaborate (p=0.864), but the specialists reported feeling more comfortable presenting basic science information (p=0.033). Protected faculty time for collaborative efforts and a repository of integrated basic science and clinical examples for use in teaching and faculty development were recommended to improve integration. Although questions might be raised about the respondents' definition of "integration," this study provides a baseline assessment of perceptions at a dental school that is placing a priority on integration.

show abstract

Section: Discussionmentioning

confidence: 99%

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School

Hoeven

Zhu

et al. 2018

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…Students' opinions on this subject support this situation. In order for anatomy to develop itself and keep up with technology, clinical branches and anatomy branches should be integrated with each other (Morgan et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Student Opinions on the Importance and Detail of the Accumulation of Anatomy Knowledge Integrating General Surgery

Boduç

Allahverdi

2020

Middle Black Sea Journal of Health Science

View full text Add to dashboard Cite

The aim of the study is to create an original study that guides the anatomy and surgical branches and supports education within the framework of their opinions by raising awareness on this issue in medical faculty students. Methods:The study was carried out on the fourth, fifth and sixth year medical students of Kafkas University Medicine Faculty in the 2019-2020 academic year. Data collection questions were prepared with a five-point Likert scale. The answers given by the students were automatically analyzed through the web system and the results were obtained through the software Results: The participation of the students to the opinions of the questions 1, 2, 4, 8, 10 and 12 is quite high (73.2%, 74.6%, 56.3%, 67.6%, 52.1%, 62%). In general, the students want the integration of anatomy into clinical branches in a more up-to-date manner, apart from the traditional anatomy course. Conclusion:This study was conducted for the importance and awareness of the integration of clinical and anatomy branches with each other. Student opinions were taken to emphasize the importance of the study. Anatomy basis is very important for surgical branches. Apart from classical anatomy education, anatomy education should keep up with technological developments and should be more integrated with clinical branches.

show abstract

“…This result was shown in the study done by Ahangari et al [1] in form of the greatest total scores. Accompaniment of anatomy training with clinical points is the subject which can improve medical education [9]. Education quality is strongly related to teacher's knowledge and the teaching method.…”

Section: Discussionmentioning

confidence: 99%

“…According to the statistics, in England 33 percent of post-surgery complaints is due to injury to adjacent organs [8] and this has drawn the attention of the medical education authorities into a more meticulous training of anatomy [5]. In the realm of diagnosis, anatomy training takes a higher level of importance by having access to photo-taking methods such as normal, cone beam and panoramic computed tomography and magnetic resonance imaging, and improving basic and clinical anatomy education results in a higher efficiency for medical as well as dentistry students during residency and work [9]. Dentistry is defined as a set of clinical skills concerning prevention, diagnosis and treatment of dental diseases and oral hygiene [10].…”

Section: Introductionmentioning

confidence: 99%

From dentistry students' points of view: do anatomy classes we took actually boost our learning during clinic?

et al. 2018

View full text Add to dashboard Cite

The aim of medical education is to teach the essence of practical skills alongside with the theoretical knowledge. Teaching anatomy, as the center of medical education, should be leading to use this knowledge as a skill during clinical period. According to the rising numbers of dentistry faculties' experiences, inappropriate education results in misguidance during clinic. Thus, this study was conducted to find about the pre-clinical and clinical dentistry students' points of view on the helpfulness of anatomy classes in achieving clinical goals. Present descriptive cross-sectional study evaluated Guilan University of Medical Sciences' pre-clinical and clinical dentistry students' opinions on the effectiveness of anatomy classes during their clinical period in 2017. The sampling method used here was census via questionnaire and scoring was according to Likert scaling system. Analyses showed that anatomy of the nervous system was the most assistive course, which helped dentistry students during their clinical period (P<0.001). The least scored course was visceral organs and that means they did not use most of their learnings from classes with this topic (P<0.001). They also stated that other important factors such as using cadavers and moulages in practical sessions, teaching clinical skills theoretically before practical sessions and performing group activities are crucial for them to recall important details of the relevant courses during clinical period. Results of this study suggests that alongside with the various topics of anatomy courses, other factors like professors' characteristics and their teaching methods are also of important factors helping the dentistry students throughout clinic.

show abstract

Applied clinical anatomy: the successful integration of anatomy into specialty-specific senior electives

Cited by 24 publications

References 19 publications

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School

Student Opinions on the Importance and Detail of the Accumulation of Anatomy Knowledge Integrating General Surgery

From dentistry students' points of view: do anatomy classes we took actually boost our learning during clinic?

Contact Info

Product

Resources

About