Cost-Effective Generation of 360° Rotational Pathology Specimens

Kenwright, Diane; Felderhof, Jordan; Wood, Jonathan; Charlton, Amanda; Nga, Min‐En; Dai, Anya

doi:10.1007/s40670-016-0356-2

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…Students have traditionally studied gross pathology using photographs, preserved autopsy specimens and during cadaveric dissection [ 25 ]. Much of this material is, however, not readily available as it is either housed in a secure laboratory or in a museum.…”

Section: Outline Of the Projectsmentioning

confidence: 99%

Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation

McLean

Tepper

Maheshwari

et al. 2020

Medical Education Online

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Background: Increasingly, professional bodies expect doctors to not only provide patient care but also educate students, trainees and patients. Few medical students, however, receive formal tuition in terms of the theory and practice of medical education. A curriculum restructure from an MBBS to a Doctor of Medicine (MD) program provided an opportunity to develop three Masters streams: Clinical research, Capstones and educational Professional Projects. This submission describes how one Australian medical school is preparing some students for their future roles as medical educators through MD Professional Projects. Design: Framed by the 12 roles of the medical 'teacher', most students undertaking these projects take on Resource Developer (including simulation) and Assessor roles. For those choosing resource development (excluding simulation) or assessment, the Association for Medical Education (AMEE) Student Essential Skills in Medical Education (ESME) Course is compulsory. For those choosing educational research, the ESME Course is optional. Outcomes: By December 2020, four MD cohorts will have graduated with 69 students having undertaken educational MD Professional Projects, with fifty-one completing the ESME Course. MD students have created a range of resources for the curriculum, their colleagues and the local healthcare community. In addition to the expected learning we identified additional value-added outcomes for learners (e.g. skill development), the curriculum (e.g. areas of difficulty), academic supervisors' roles (e.g. role-modelling) and for the health care community (e.g. as expert reviewers). Conclusions: Engaging in scholarly activities such the ESME Course and developing learning resources not only provided MD students with a more in-depth theoretical knowledge in a range of clinical areas, but also developed skills that would prepare them for their future roles as medical educators. As supervisors, we identified the value these projects add to the broader health community as well as personal and professional benefits for ourselves.

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Section: Outline Of the Projectsmentioning

confidence: 99%

Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation

McLean

Tepper

Maheshwari

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

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Why Students Choose or Don’t Choose to Use an Online Pathology Museum

2018

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Photogrammetry of “Wet” Pathology Museum Specimens: A Pilot Project

Rajaram

Fiset

Fraser

2023

Collections: A Journal for Museum and Archives Professionals

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Medical museums around the world have many specimens of historical and teaching value in their collections. Some of these are bones that have been prepared to illustrate normal anatomy. Others consist of organs preserved in liquid fixative (“wet” specimens) and mounted in glass or plexiglass containers that demonstrate the pathology of disease. Digitization of these specimens has the advantage of making them available for viewing by more students or website visitors than is possible in the museum itself. Photogrammetry is one method for doing this that enables the reconstruction of high-quality 3D models using standard specimen photographs. However, although relatively easy to perform on bones, its use with “wet” objects is more difficult and special steps are required to achieve optimal results. Using specimens from the Sir William Osler aortic aneurysm collection at the Maude Abbott Medical Museum, we developed a relatively simple and cost-effective photogrammetry process that gave good reconstructions of most specimens. We expect that future developments, such as the use of artificial intelligence-based techniques, may improve this result.

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Cost-Effective Generation of 360° Rotational Pathology Specimens

Cited by 3 publications

References 4 publications

Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation

Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation

Why Students Choose or Don’t Choose to Use an Online Pathology Museum

Photogrammetry of “Wet” Pathology Museum Specimens: A Pilot Project

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