Learning musculoskeletal anatomy through new technologies: a randomized clinical trial

Ultrasound imaging is a dynamic imaging technique that uses high‐frequency sound waves to capture live images of the structures beneath the skin. In addition to its growing use in diagnosis and interventions, ultrasound imaging has the potential to reinforce concepts in the undergraduate medical curriculum. However, research assessing the impact of ultrasound on anatomy learning and student cognition is scarce. The purpose of this study was to compare the impact of ultrasound‐based instruction versus narrated videos on students' understanding of anatomical relationships, as well as the role of intrinsic motivation, self‐efficacy beliefs, and students' attitudes in this process. A booster course on anterior leg and wrist anatomy was offered to second‐year medical students. A randomized controlled trial with a cross‐over design allocated students to either an ultrasound‐based teaching condition (cohort A) or a narrated anatomy video condition (cohort B). Next, participants were crossed to the alternative intervention. At the start of the study (T0), baseline anatomy knowledge, intrinsic motivation, self‐efficacy beliefs, and spatial ability were measured. After the first intervention (T1) and at the end of the study (T2), both cohorts were administered an anatomy test, an intrinsic motivation scale, and a self‐efficacy scale. In addition, each student was asked to fill out a perception survey after the ultrasound intervention. Finally, building on the cross‐over design, the most optimal sequence of interventions was examined. A total of 181 students participated (cohort A: n = 82, cohort B: n = 99). Both cohorts performed comparably on the baseline anatomy knowledge test, spatial ability test, intrinsic motivation, and self‐efficacy scale. At T1, cohort B outperformed cohort A on the anatomy test (p = 0.019), although only a small effect size could be detected (Cohen's d = 0.34). Intrinsic motivation and self‐efficacy of both cohorts were similar at T1. At T2, the anatomy test, intrinsic motivation, and self‐efficacy scale did not reflect an effect after studying either sequence of the interventions. Students reported favorably about the ultrasound experience, but also mentioned a steep learning curve. Medical students found the hands‐on ultrasound sessions to be valuable, increasing their interest in musculoskeletal anatomy and ultrasound imaging. However, the addition of ultrasound did not result in superior spatial anatomy understanding compared to watching anatomy videos. In addition, ultrasound teaching did not have a major effect on student cognition. Ultrasound‐based teaching of musculoskeletal anatomy is regarded as difficult to learn, and therefore it is hypothesized that too high levels of cognitive load might explain the presented results.

Section: Discussionsupporting

confidence: 87%

Ultrasound versus videos: A comparative study on the effectiveness of musculoskeletal anatomy education and student cognition

Vandenbossche

Valcke

Steyaert

et al. 2023

“…70 Many authors note that the use of innovative 3D technologies has an emotionally beneficial effect on students, improves perception, and enhances motivation. 71,72 Most comparative studies look at traditional versus novel teaching tools, most notably dissection versus virtual platforms. 39,73,74,75,76,77 Almost all came to the conclusion that no innovative method is a complete substitute for dissection, but rather successfully complements it.…”

Section: Discussionmentioning

confidence: 99%

A comparative analysis of lecturers' satisfaction with Anatomage and Pirogov virtual dissection tables during clinical and topographic anatomy courses in Russian universities

Vasil’ev

Dydykin

Kashtanov

et al. 2023

Anatomy is increasingly taught using computer-assisted learning tools, including electronic interactive anatomy dissection tables. Anatomage was he first virtual anatomy dissection table introduced in Russian medical universities and gained popularity among lecturers and students. The Pirogov interactive anatomy table was recently released, but the strengths and weakness of each platform is currently unknown. The objective of this article is to survey lecturers in anatomy to understand their perspectives on the Pirogov versus Anatomage virtual dissection tables' application to teaching in medical universities. A total of 80 anatomy educators from 12 Russian universities, using Anatomage (n = 40) and Pirogov (n = 40) tables were surveyed regarding their satisfaction with the application of the respective tables. Using a five-point Likert scale, both tables were assessed, and responses were statistically analyzed. In addition, qualitative analysis was performed on free response comments provided by survey respondents. There was no significant difference in overall satisfaction ratings between Pirogov (4.38 ± 0.53) and Anatomage (3.94 ± 0.60) interactive tables (p > 0.05). The Anatomage table ranked significantly higher on the accuracy of displayed anatomical details, resolution of the images, and its suitability for teaching senior medical and postgraduate students. Pirogov table performed significantly better on survey items measuring ergonomics, ability to assess students' performance, and teaching basic anatomy to junior first-and second-year medical students. Thus, in summary, anatomists' responses indicated that while both tables are suitable for teaching anatomy, the Pirogov table was superior in undergraduate medical education and the Anatomage table was more beneficial for teaching more senior trainees.

“…This tool allows the students to examine 3D reconstructions by region or organ system and, by touching the screen, rotating the model to examine from any angle, highlight the structure to learn the name, innervation, blood supply, muscle attachments and movements 39 . In addition, practical demonstrations were performed using augmented reality (AR) 40 . This application was firstly used in 3D and then in AR for visualizing osteology (i.e., bone anatomical location and their individual details), arthrology (i.e., bones and ligaments involved in each joint and accessory and physiological movements) and myology (i.e., origin, insertion, innervation, blood supply and actions).…”

Section: Methodsmentioning

confidence: 99%

“…39 In addition, practical demonstrations were performed using augmented reality (AR). 40 This application was firstly used in 3D and then in AR for visualizing osteology (i.e., bone anatomical location and their individual details), arthrology (i.e., bones and ligaments involved in each joint and accessory and physiological movements) and myology (i.e., origin, insertion, innervation, blood supply and actions).…”

Section: Methodsmentioning

confidence: 99%

Inclusion of cross‐sectional and radiological images for better understanding of musculoskeletal anatomy and decreasing the risk of adverse events during dry needling in undergraduate physiotherapy students

Valera‐Calero

Navarro-Santana

Fernández‐de‐las‐Peñas

et al. 2023

Since there is an increasing rate of physiotherapists using invasive procedures during the clinical practice, understanding the cross-sectional anatomy and radiological images is essential for ensuring patients' safety during these interventions. Therefore, the aim of this study was to analyze the students' opinion of including cross-sectional and radiological images to traditional methodologies, to evaluate whether these additional resources improve their ability to identify musculoskeletal structures in radiological images and their understanding of neurovascular and visceral structures related with specific muscles to be avoided during invasive procedures. First-year undergraduate physiotherapy students were enrolled in the study. A brief online survey asking about their opinion about the use of cross-sectional and radiological images as complementary resources was built. In addition, two open-answer tests (before and after the inclusion of these resources) were conducted to evaluate their ability to identify correctly musculoskeletal structures in magnetic resonance and ultrasound images and to evaluate their awareness of high-risk structures related with specific muscles. One-hundred-thirty-two students returned the online survey and one-hundred-forty-eight completed all the tests. In general, students opined crosssectional images to be of utility for learning anatomy (81.8%) and radiological images (93.9%) and felt they benefited from cross-sectional and ultrasound images (78.0%).All tests showed significant improvements after the inclusion of these complementary resources (all, p < 0.001) except for trunk structures in MRI (p = 0.777). The implementation of anatomical cross-sectional and radiological images resulted in better understanding of radiological images and better cognition of possible risk during invasive procedures.