Identifying Medical Student Perceptions on the Difficulty of Learning Different Topics of the Undergraduate Anatomy Curriculum

Hall, Samuel; Stephens, Jonathan; Parton, William; Myers, Matthew; Harrison, Charlotte H.; Elmansouri, Ahmad; Lowry, Andrew; Border, Scott

doi:10.1007/s40670-018-0572-z

Cited by 35 publications

(42 citation statements)

References 11 publications

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“…Since the treaties of Luigi Galvani to advances in contemporary neuroscience and neurology are two important components of medical training that should be addressed in the current technological and visual-integrative framework. Since these topics in turn represent the most difficult topics for students of HM as detailed our findings and other studies [21,28,29], medical education programs should devote their efforts to strengthen and improve their schemes in an organized teaching university, of medical specialties, and post-graduate in neurosciences in particular, and in medicine and Life Sciences in general. Using new approaches such as sociobiological informational theory, or online programs that provide prestigious universities could be new educational alternatives.…”

Section: Discussionsupporting

confidence: 54%

Limitations and perspectives of the physiology laboratory PhysioEx V9.1 during single-center Peruvian medical education

Moya‐Salazar¹

2019

Health Edu Care

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Introduction: Virtual reality is a controversial tool in medical education; it has previously been shown to be very useful in anatomy and physiology.Objective: to evaluate the physiology simulation laboratory PhysioEx v9.1 during the course of Human Morphophysiology at a private university in Lima, Peru. Methods:This cross-sectional study was developed in two stages: the first, under the critical approach of software analysis, and the second, with a structured survey aimed at Human Medicine students on simulation. The study instrument was subdivided into two parts with 17 questions (15 closed and 2 open). The first surveyed the know-how of the previous three weeks of simulation, and the second, on the Technologies Applied to Health Communication and a satisfaction scale of the study program and the simulator.Results: Our findings show a high performance of the simulator in the approach to cellular physiology, where ~70% and ~60% of students understood respectively passive and active transport, and membrane potential and electrical transmission. The experience was rated as relevant (35%), satisfactory (55%), and indicative (77%). Forty-five percent considered the English language as the major limitation, followed by inaccessibility in other spaces such as their homes or work centers (20%). The main advantages were graphics (45%) and ease-of-use (25%). Thirty percent do not believe that the experience allows consolidating the studies of medicine and 78% experience inattention by the teacher.Conclusions: the evaluation of the simulator allowed knowing its main advantage and reticence (the English language) within a new educational experience in Peruvian students.

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Section: Discussionsupporting

confidence: 54%

Limitations and perspectives of the physiology laboratory PhysioEx V9.1 during single-center Peruvian medical education

Moya‐Salazar¹

2019

Health Edu Care

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“…This divergence could have been related to the different content in the anatomical teaching program for each year. Shortly after the first SA test, Y1 participants took the anatomy examination for the thorax module and when spatial awareness training took place, followed by the second SA test, they were learning the digestive system; Y2 participants were tested on reproduction and endocrinology before their first SA test and were learning the musculoskeletal and immunity systems, both subjectively more complex (Kramer and Soley, 2002; Javaid et al, 2018; Hall et al, 2018), when training and re‐testing took place. Regardless of the content, there was a possibility of an enhancing effect on SA.…”

Section: Discussionmentioning

confidence: 99%

Does spatial awareness training affect anatomy learning in medical students?

Gonzales

Ferns

Vorstenbosch

et al. 2020

Anatomical Sciences Ed

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Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first‐ and second‐year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre‐ and post‐training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow‐up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow‐up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post‐intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.

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“…Nearpeer teacher-led sessions allow the learner time to interpret and consolidate material, providing an opportunity for them to receive alternative explanations for content that was initially poorly understood. One such subject is neuroanatomy, one of the most challenging areas of anatomy (Kramer and Soley, 2002;Hall et al, 2018b;Javaid et al, 2018) which includes the structure and function of the brain and spinal cord. Reductions in allocated teaching time could have profoundly negative effects on the student experience of learning neuroanatomy (Gogalniceanu et al, 2009).…”

Section: Introduction Near-peer Teachingmentioning

confidence: 99%

The Efficacy of Frontline Near‐Peer Teaching in a Modern Medical Curriculum

Harrison

Elmansouri

Parton

et al. 2018

Anatomical Sciences Ed

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Within medical education a reduction in curriculum time for subjects, such as anatomy puts pressure on educators to ensure the same learning outcomes are conveyed in less time. This has the potential to impact negatively on student experience. Near‐peer teaching (NPT) is often praised as an effective revision tool, but its use as a frontline teaching resource remains unreported. The study explores the potential for NPT to promote delivery of learning outcomes and maximize student experience within a neuroanatomy module for second year medical students. The study occurred in three educational settings, (1) frontline NPT of cranial nerves, (2) revision session NPT of cranial nerves, and (3) NPT alongside faculty staff in laboratory‐based neuroanatomy practical exercises. For the first and second components, knowledge was measured using a pre‐ and post‐session test and student perception was ascertained with a questionnaire. For the third component, student perception was assessed with an end‐of‐module survey. The results show that overall, NPT was well received by learners. A significant knowledge gain was seen between the pre‐ and post‐session test of the frontline NPT session. The study presents evidence in favor of using NPTs to supplement the delivery of learning outcomes in a time and resource constrained curriculum. In particular, for the effective delivery of frontline material. Anat Sci Educ 0: 1–9. © 2018 American Association of Anatomists.

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Identifying Medical Student Perceptions on the Difficulty of Learning Different Topics of the Undergraduate Anatomy Curriculum

Cited by 35 publications

References 11 publications

Limitations and perspectives of the physiology laboratory PhysioEx V9.1 during single-center Peruvian medical education

Limitations and perspectives of the physiology laboratory PhysioEx V9.1 during single-center Peruvian medical education

Does spatial awareness training affect anatomy learning in medical students?

The Efficacy of Frontline Near‐Peer Teaching in a Modern Medical Curriculum

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