Direct correlation of radiologic and cadaveric structures in a gross anatomy course

Abstract

Background: Radiologic imaging is increasingly utilized as supplemental material in preclinical gross anatomy courses, but few studies have investigated its utility as a fully integrated instructional tool. Aims: Establish the benefit of a teaching method that simultaneously correlates cadaveric and radiologic structures for learning human anatomy. Method: We performed a mixed-methods randomized controlled trial and one-way cross-over study comparing exam grades and subjective student perception in a gross anatomy course. The intervention consisted of daily direct correlation small group sessions in which students simultaneously identified and correlated radiologic and cadaveric structures. The control method utilized identical laboratory and teaching conditions but students did not simultaneously correlate structures. Spatial relationships of structures within each respective media (gross or radiologic) were emphasized in both groups. Results: No significant differences in radiology, gross, or written exam scores were observed between the intervention and control groups. The cross-over group preferred the intervention and control methods equally. The correlation teaching sessions ranked equally with active dissection as the most important instructional components of the course. Conclusion: Direct, simultaneous correlation of radiologic and cadaveric structures did not affect exam scores or student preference but helped students understand anatomical concepts in comparison with other course components.

Medical students perception of ultrasound and computed tomography sessions in gross anatomy curriculum: a study in an Indian medical college

“…A study conducted by Philips et al had the similar finding that students can well co-relate the dissected cadaveric structures and radiological images with or without correlative instruction sessions. 31 The 1 st year medical students expressed they would like to have more sessions of ultrasound and CT scan which is supported by other study findings. [17][18][19] In the phase four study, only 20% junior doctors responded.…”

Student and recent graduate perspectives on radiological imaging instruction during basic anatomy courses

“…Additionally, predicted relationships existed between variables including significant correlation between importance of learning spatial relationships and the importance of learning spatial relationships early in the medical curriculum ( ρ = 0.407, P < 0.001). Finally, the theoretical consequences of the responses were rational in the context of previously published studies on spatial understanding (Squire, ; Phillips et al, ).…”

“…One explanation may be a difference between what preclinical students think they should express as important (anatomical spatial relationships), versus what they actually gravitate to (structure identification) because it is easier to understand. It is also important to note that the students in this study are at an institution that has made spatial relationships an integral part of gross and radiological anatomy education (Phillips et al, ), potentially accounting for much of the difference between the students and residents. However, even many of the students in an institution that specifically taught spatial relationships placed great emphasis on simple structure identification.…”

Medical student perceptions of radiology use in anatomy teaching

“…Many medical schools use radiology to teach anatomy; however, the number of hours taught, exact methods of delivery, and lecturer background varies by institution and country. Many papers (Hoppmann et al, ; Chowdhury et al, ; Dettmer et al, ; Ahmed et al, ; Bohl et al, ; Hoppmann et al, ; Griksaitis et al, ; Phillips et al, ,b; Arya et al, ; Kondo and Swerdlow, ) have argued the benefit of radiology in anatomy teaching and propose greater integration. The increasing integration and utilization of radiology for anatomy teaching is largely due to the improved quality of imaging technology and its ability to depict anatomy, particularly spatial and sectional anatomy (Jacobson et al, ; Lufler et al, ; Marker et al, ), reduced cadaveric donations, and possibly reduced availability of anatomists (Gunderman and Wilson, ).…”