Musculoskeletal anatomy by self-examination: A learner-centered method for students and practitioners of musculoskeletal medicine

Canoso, Juan J.; Saavedra, Miguel Ángel; Pascual‐Ramos, Virginia; Sánchez-Valencia, Marco Antonio; Kalish, Robert A.

doi:10.1016/j.aanat.2019.151457

Cited by 15 publications

(16 citation statements)

References 21 publications

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“…The FC with TBL model is a student-centered approach and, hence, is different from traditional classrooms, which are mostly instructor centered and provide one-sided learning materials. Earlier studies suggest that learner-centered discussions and teacher facilitation behaviors expressed through learning activities help participants feel valued in a learning environment [41,42]. Further, participants can break the general boundaries of classroom instruction and achieve their learning goals by themselves both inside and outside the classroom.…”

Section: Discussionmentioning

confidence: 99%

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Kang

Kim

2021

BMC Med Educ

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Background A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. Methods The subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction. Results Results showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students’ knowledge, problem-solving ability, and learning satisfaction in the public healthcare course. Conclusions This study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students’ learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.

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Section: Discussionmentioning

confidence: 99%

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Kang

Kim

2021

BMC Med Educ

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“…Second, compared with traditional classrooms, flipped classrooms can significantly improve pregnant women's satisfaction. Learner-centred discussions and learner facilitating behaviours expressed through learning activities help participants feel valued in a learning environment [24,25] . Interactive discussion is carried out in a flipped classroom.…”

Section: The Influence Of Antenatal Education For Primiparas Based On Flipped Classrooms On Learning Outcomesmentioning

confidence: 99%

Application of Blended Learning on the Antenatal Education Center Course: A Review of Flipped Classroom with Team-based Learning

Lin

Xiu

Lin

et al. 2021

Preprint

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Background: The goal is to evaluate the effects of a flipped class strategy on knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes in primiparas undergoing antenatal education. Methods: A convenience sampling method was adopted. A total of 621 primiparas who were diagnosed with early pregnancy in a first-class hospital in southeast China and received continuous prenatal health education from May to July 2020 were selected as the research subjects. The primiparas were divided into two groups in the antenatal education centre. One was the experimental group, who used the prenatal health education model based on blended learning (a flipped classroom with team-based learning); the other was the control group, who used the traditional mode of prenatal health education. The two groups were compared on the following outcomes: knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes. Results: The blended learning approach enhanced the primiparas’ knowledge, self-directed learning ability, and learning satisfaction, effectively controlled the gestational weight gain (GWG), alleviated the degree of anxiety and depression in the pregnant women during pregnancy, improved the self-efficacy and the natural delivery rate of the primipara, shortened the delivery process and reduced the risk of gestational diabetes mellitus (GDM), all P<0.05. Conclusions: Blended learning may be an effective strategy because of its validity and practicality in antenatal education.

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“…On self‐examination (Canoso et al, 2020), keeping the digit extended, the LBs are inconspicuous. However, by actively flexing and extending the PIP joint while the MCP joint is in extension, two striking cords, one radial and one ulnar, become apparent and move forward with PIP flexion and backward in extension at each side of the PP.…”

Section: Introductionmentioning

confidence: 99%

“…However, by actively flexing and extending the PIP joint while the MCP joint is in extension, two striking cords, one radial and one ulnar, become apparent and move forward with PIP flexion and backward in extension at each side of the PP. These cords, which are best shown in the midpoint of the PP, were assumed to be the LBs (Canoso et al, 2020; Vargas et al, 2012). However, proof of their anatomical identity was lacking.…”

Section: Introductionmentioning

confidence: 99%

Palpation of the lateral bands of the extensor apparatus of the fingers. Anatomy of a neglected clinical finding

et al. 2021

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This study aimed to determine by ultrasonography, and cadaveric dissection, whether the firm cords felt by palpation at the sides of the proximal phalanx (PP), actively flexing, and extending the proximal interphalangeal (PIP) joint while keeping the metacarpophalangeal (MCP) joint extended are the lateral bands (LBs) of the extensor apparatus. If so, palpation of the LBs could help evaluate hand conditions that impact the digits’ intrinsic muscles. To this end, the PP of the middle and ring fingers of the dominant hand of seven subjects were studied by palpation on both sides. Ultrasonography (US) was performed with a hockey‐stick transducer placed on the ulnar side. Five cadaveric hands were dissected, exposing the dorsal extensor apparatus. On palpation, a firm cord was consistently felt at the PP's sides in all subjects. These cords moved widely forward on PIP flexion and backward with PIP extension. By US scanning, the cords corresponded to the LBs. However, the forward movement had only a median of 1.8 mm (range 0.7–3 mm) in the middle finger and a median of 1.1 mm (range 0.3–2.7 mm) in the ring finger compared with an estimated 5–10 mm upon palpation. Cadaveric dissection confirmed the forward movement of the LBs in PIP flexion. We concluded that the firm cords felt at the PP sides are the LBs of the extensor apparatus. We confirmed their movement with the active flexion/extension of the PIP joint. Comparing the wide palpatory and the meager US motion, a haptic illusion of motion may be present.

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Musculoskeletal anatomy by self-examination: A learner-centered method for students and practitioners of musculoskeletal medicine

Cited by 15 publications

References 21 publications

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Application of Blended Learning on the Antenatal Education Center Course: A Review of Flipped Classroom with Team-based Learning

Palpation of the lateral bands of the extensor apparatus of the fingers. Anatomy of a neglected clinical finding

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