Bridging the gap between basic and clinical sciences: A description of a radiological anatomy course

Abstract

A wide variety of medical imaging techniques pervade modern medicine, and the changing portability and performance of tools like ultrasound imaging have brought these medical imaging techniques into the everyday practice of many specialties outside of radiology. However, proper interpretation of ultrasonographic and computed tomographic images requires the practitioner to not only hone certain technical skills, but to command an excellent knowledge of sectional anatomy and an understanding of the pathophysiology of the examined areas as well. Yet throughout many medical curricula there is often a large gap between traditional anatomy coursework and clinical training in imaging techniques. The authors present a radiological anatomy course developed to teach sectional anatomy with particular emphasis on ultrasonography and computed tomography, while incorporating elements of medical simulation. To assess students' overall opinions about the course and to examine its impact on their self-perceived improvement in their knowledge of radiological anatomy, anonymous evaluation questionnaires were provided to the students. The questionnaires were prepared using standard survey methods. A five-point Likert scale was applied to evaluate agreement with statements regarding the learning experience. The majority of students considered the course very useful and beneficial in terms of improving three-dimensional and cross-sectional knowledge of anatomy, as well as for developing practical skills in ultrasonography and computed tomography. The authors found that a small-group, hands-on teaching model in radiological anatomy was perceived as useful both by the students and the clinical teachers involved in their clinical education. In addition, the model was introduced using relatively few resources and only two faculty members. Anat Sci Educ 9: 295-303. © 2015 American Association of Anatomists.

Formaldehyde-related clinical symptoms reported by medical students during gross anatomy cadaver dissection

“…medical simulation and problem-based learning, have been implemented into gross anatomy courses [10,11]. However, the traditional methodology of anatomy teaching, including cadaveric dissections or prosections, remains an integral part of the curriculum, and both medical and dental students cannot proceed to the next step of their education without this practice [9].…”

“…Due to technology development, the methods of teaching will undergo changes. The modern simulation technology allows one to perform virtual dissection and is being adopted by many of the world's medical schools [11,40]. However, 'traditional' cadaveric dissection remains one of the most efficient methods of teaching anatomy for both undergraduate and postgraduate students.…”

“…However, 'traditional' cadaveric dissection remains one of the most efficient methods of teaching anatomy for both undergraduate and postgraduate students. Cadaveric-based teaching is of particular importance during surgical training for residents and specialists in general surgery, urology, cardiothoracic surgery and neurosurgery, as well as radiologists and pathologists [11,40,41].…”

“…The course program includes fresh cadaver dissections or prosections [11,12]. During these dissection classes, medical and dental students are exposed to formaldehyde vapors emitted from cadavers [3,4].…”

Teaching anatomy in a modern medical course: an integrated approach at Vialba Medical School in Milan

“…These data can be puzzling, especially if we consider that doctors interface with human anatomy mainly through radiological imaging, an everyday tool in clinical practice (Orsbon 2014;Torres 2016). How can we interpret this data?…”