Creation of plastinated placentas as a novel teaching resource for medical education in obstetrics and gynaecology

McRae, K; Davies, Gregory; Easteal, Ronald; Smith, Graeme N.

doi:10.1016/j.placenta.2015.06.018

Cited by 11 publications

(10 citation statements)

References 18 publications

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“… Participants who indicated that they do not utilize plastinates were prompted to explain why not. These comments were separated into subthemes including: preference of the dissection experience, lack of resources, negative past experiences related to quality, and lack of availability. Subthemes under the PRO and CON categories were determined using literature about plastination (Latorre et al, b; Cornwall, ; Fruhstorfer et al, ; Riederer, a; McRae et al, ; Latorre et al, ). PRO subthemes included: good supplementation tool, durability, unique or pathological specimens, and increased exposure to the topic of anatomy.…”

Section: Methodsmentioning

confidence: 99%

“…2. Subthemes under the PRO and CON categories were determined using literature about plastination (Latorre et al, 2007b;Cornwall, 2011;Fruhstorfer et al, 2011;Riederer, 2014a;McRae et al, 2015;Latorre et al, 2016). PRO subthemes included: good supplementation tool, durability, unique or pathological specimens, and increased exposure to the topic of anatomy.…”

Section: Survey Analysismentioning

confidence: 99%

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Use and perceptions of plastination among medical anatomy educators in the United States

2017

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Traditionally, medical schools have maintained collections of tissues/organs to engage students in anatomy. Such collections are often stored in volatile and toxic preservatives. Plastination is an alternative tissue preservation technique in which polymers replace water and lipids resulting in benign, dry, and anatomically authentic specimens. Plastination is used in medical education internationally; however, its use within U.S. medical schools is not widely discussed in the anatomical literature. This study aimed to determine the knowledge, use, and perceptions of plastination as a teaching tool among U.S. anatomy medical educators. A total of 98 medical anatomy educators who fit inclusion criteria and teach allopathic (MD) students and/or osteopathic (DO) students in the United States completed a national survey, representing 77 medical schools across 37 states. Of these, 100% had heard of plastination, 57% correctly defined plastination, but only 39% currently utilize plastinates for anatomy education. The most frequent explanation for nonuse of plastinates was a preference for the dissection experience, followed by lack of resources and negative past experiences related to durability and quality. A majority (75%) of U.S. medical anatomy educators perceived plastination as a good supplement to, but not a replacement for, cadaveric dissection, 19% indicated no curiosity to use plastination or considered it not useful, and 14% expressed ethical concerns. These findings suggest plastinates are more widely used in the United States than reflected by the literature; however, perceptions regarding their utility indicate a dominant theme for their use to supplement, not replace, cadaveric dissection. Clin. Anat, 2017. © 2017 Wiley Periodicals, Inc.

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Section: Methodsmentioning

confidence: 99%

Section: Survey Analysismentioning

confidence: 99%

Use and perceptions of plastination among medical anatomy educators in the United States

2017

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“…Özellikle cerrahi branşların, çalışmalarını öncelikle kadavra üzerinde deneyimlemelerinin tedavi ve tecrübe açısından çok daha faydalı olabileceğini vurgulamıştır (9). McRae ve arkadaşları yaptıkları çalışmada kadın doğum uzmanlık öğrencilerinin, eğitimlerinde anatominin, özellikle plastinasyon yöntemiyle yapılan anatomi eğitiminin, uzmanlık eğitimlerine standart kitaplardan ve görüntülerden çok daha fayda sağlayacağı şeklinde bir değerlendirme yaptıklarını vurgulamışlardır (10). Hindistan'da yapılan çalışmada, Ortopedi uzmanlık eğitiminde anatomi eğitiminin eksikliğine bağlı olarak bir yetersizlik olduğu araştırmacılar tarafından bildirilmiştir (11).…”

Section: Gönderilme Tarihiunclassified

Anatomy Course Requirement During Training in Different Specialities in Medicine

Kandemir

Sindel

Şenol

2018

Tıp Eğitimi Dünyası

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Amaç: Bu çalışmada, 2017-2018 eğitim-öğretim yılında, tıp fakülte-sinde uzmanlık eğitimi alan hekimlere, kendi uzmanlık alanlarında, eğitimleri sırasında anatomi bilgisine olan gereksinimlerinin belirlenmesi amacıyla bir anket çalışması yapılmıştır. Gereç ve Yöntem:Akdeniz Üniversitesi tıp fakültesinde, 6 farklı branş-ta (Radyoloji, Plastik Cerrahi, Genel Cerrahi, Göğüs Cerrahisi Ortopedi ve Anestezi) uzmanlık eğitimi alanı asistan hekimlere, araştırmacı tarafından 6 sorudan oluşan, uzmanlık alanına anatomi eğitimi entegrasyonunun yararı konulu bir anket çalışması yapılmıştır. Anket sorularına verilen yanıtlar tanımlayıcı grafik ve tablo olarak sunulmuş yüzde (%) değerleri verilmiştir. Bulgular: Anket sorularının cevapları değerlendirildiğinde uzmanlık eğitimi alan hekimlerin bir büyük çoğunluğu, Anatomi eğitimine uzmanlık alanında ihtiyaç duyduklarını (%96,7), almış oldukları uzmanlık eğitimine, anatomi eğitiminin katkısı olabileceğine inandıkları için, anatominin entegrasyonunun olması gerektiğini (%88,7) ve sonraki hekimlik yaşantılarında anatomi eğitiminin faydalı olabileceğini (%95,1) vurgulamışlardır. Hekimlerin çoğu bu eğitimin 1. (%62,9) veya 2. (%37,1) yılda verilmesi gerektiğini belirtmişlerdir.Sonuç: Anket sonuçları ışığında, mezuniyet sonrası tıp eğitiminde anatomi bilgisinin yeri ve önemi sorgulanmıştır ve uzmanlık eğitimi alan hekimler tarafından, eğitimleri sırasında, alabilecekleri anatomi bilgisinin önemli ve faydalı olabileceği vurgulanmıştır.

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“…Subsequently, alternatives to these classical teaching materials have been considered. The literature specifically highlights the plastination of bodies or organs (McRae et al, 2015), virtual three‐dimensional (3D) reconstructions (Kalinski et al, 2009; Turchini et al, 2018; Birbara et al, 2020), and 3D printed models (Smith et al, 2018). Plastination is a technique pioneered by von Hagens (1979), in which formalin‐fixed bodies or organs are infiltrated with silicone, plastic polymers, or resins to create anatomical specimens (Kamath and Avadhani, 2016).…”

Section: Introductionmentioning

confidence: 99%

Three‐Dimensional Virtual Pathology Specimens: Decrease in Student Performance upon Switching to Digital Models

Văduva

Serban

Lăzureanu

et al. 2021

Anatomical Sciences Ed

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Several alternatives to formalin-stored physical specimens have been described in medical literature, but only a few studies have addressed the issue of learning outcomes when these materials were employed. The aim of this study was to conduct a prospective controlled study to assess student performance in learning anatomic pathology when adding three-dimensional (3D) virtual models as adjunct teaching materials in the study of macroscopic lesions. Third-year medical students (n = 501) enrolled at the Victor Babes University of Medicine and Pharmacy in Timisoara, Romania, were recruited to participate. Student performance was assessed through questionnaires. Students performed worse with new method, with poorer results in terms of overall (mean 77.6% ±SD 11.8% vs. 83.6% ±10.5) and individual question scores (percentage of questions with maximum score 34.6% ±25.6 vs. 47.7 ± 24.6). This decreased performance was generalizable, as it was observed across all language divisions and was independent of the teaching assistant involved in the process. In an open-ended feedback evaluation of the new 3D specimens, most students agreed that the new method was better, bringing arguments both for and against these models. Although subjectively the students found the novel teaching materials to be more helpful, their learning performance decreased. A wider implementation as well as exposure to the technique and use of virtual specimens in medical teaching could improve the students' performance outcome by accommodating the needs for novel teaching materials for digital natives. Anat Sci Educ 15: 115-126.

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Creation of plastinated placentas as a novel teaching resource for medical education in obstetrics and gynaecology

Cited by 11 publications

References 18 publications

Use and perceptions of plastination among medical anatomy educators in the United States

Use and perceptions of plastination among medical anatomy educators in the United States

Anatomy Course Requirement During Training in Different Specialities in Medicine

Three‐Dimensional Virtual Pathology Specimens: Decrease in Student Performance upon Switching to Digital Models

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