Transfer of anatomy during surgical clerkships: an exploratory study of a student-staff partnership

Ivarson, Josefin; Hermansson, André; Meister, Björn; Zeberg, Hugo; Laksov, Klara Bolander; Ekström, Wilhelmina

doi:10.5116/ijme.62eb.850a

Cited by 4 publications

(2 citation statements)

References 62 publications

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“…The importance of anatomical knowledge for FM, EM, and GS clinicians indicates the need for targeted anatomical reviews during these clinical clerkships to address knowledge deficiencies. Anatomy‐specific training or reviews have been described for clerkships in GS, 60–64 OB, 65 and NU 66 . To the authors knowledge, there are no published descriptions of anatomy‐specific reviews for clerkships in FM, IM, PD, EM, or PS.…”

Section: Discussionmentioning

confidence: 99%

Essential anatomy for core clerkships: A clinical perspective

Keim

Harmon

Martindale

et al. 2023

Anatomical Sciences Ed

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Clerkships are defining experiences for medical students in which students integrate basic science knowledge with clinical information as they gain experience in diagnosing and treating patients in a variety of clinical settings. Among the basic sciences, there is broad agreement that anatomy is foundational for medical practice. Unfortunately, there are longstanding concerns that student knowledge of anatomy is below the expectations of clerkship directors and clinical faculty. Most allopathic medical schools require eight “core” clerkships: internal medicine (IM), pediatrics (PD), general surgery (GS), obstetrics and gynecology (OB), psychiatry (PS), family medicine (FM), neurology (NU), and emergency medicine (EM). A targeted needs assessment was conducted to determine the anatomy considered important for each core clerkship based on the perspective of clinicians teaching in those clerkships. A total of 525 clinical faculty were surveyed at 24 United States allopathic medical schools. Participants rated 97 anatomical structure groups across all body regions on a 1–4 Likert‐type scale (1 = not important, 4 = essential). Non‐parametric ANOVAs determined if differences existed between clerkships. Combining all responses, 91% of anatomical structure groups were classified as essential or more important. Clinicians in FM, EM, and GS rated anatomical structures in most body regions significantly higher than at least one other clerkship (p = 0.006). This study provides an evidence‐base of anatomy content that should be considered important for each core clerkship and may assist in the development and/or revision of preclinical curricula to support the clinical training of medical students.

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Section: Discussionmentioning

confidence: 99%

Essential anatomy for core clerkships: A clinical perspective

Keim

Harmon

Martindale

et al. 2023

Anatomical Sciences Ed

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“…The near peer students arranged a 4-hour workshop where the students had a chance to study the learning objectives required by the surgical curriculum on a pre dissected cadaver. The students were appreciative that they could get a chance to review the required anatomy during their surgery course and was administered in an effective way by their knowledgeable and friendly near peers [20].…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Clinically Relevant Anatomy Review Sessions held during Surgery Rotations

Kore,

Vishwakarma,

Rao

et al. 2023

IJAR

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Objective: To facilitate better understanding of clinically important surgical concepts a 2-houranatomy review session in the dissection hall was conducted for the final year medical students during their surgery rotation. Method: A quasi-experimental study was conducted on final year medical students during their surgery rotation. The study was administeredfor two consecutive academic years. For the study a 2-hour teaching session was jointly organized by the departments of surgery and anatomy in the dissection hall on selected topics. After the sessionfeedback was received via a survey questionnaire in both the years of study.In the second year of study in addition a pretest and posttest also were conducted to assess the learning of the students. Results: A total of 191 students responded to the feedback questionnaire. Responses to the feedback questionnaire showed that 76% of the students in the first year of study and 88% of students in the second year of the study strongly agreed that revisiting anatomy labs was helpful in understanding the surgical concepts. Majority of the students agreed that the topics covered in the session were adequate. Most of the students wanted more time to be allotted for the sessions and they also wanted a lecture before the session. The paired sample t test showed themean of total pretest was 6.7±1.76 and that of posttest was 6.63 ±2.61, showing slight improvement in the scores. Conclusion: Anatomy review sessions conducted for the final year medical students was found effective in improving learning of surgery. KEY WORDS: Anatomy, Surgery, Teaching, Review, Cadavers.

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Going back to anatomy roots: Exploring the integration of anatomy sessions during clinical clerkships

Walker,

Collins,

Topping

et al. 2024

Anatomical Sciences Ed

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The topic of vertical integration of the basic and clinical sciences is an area of great concern and active investigation in medical education. To explore the feasibility of integrating basic sciences into the clinical phase of medical education, gross anatomy was selected as an appropriate discipline. Anatomy faculty, clerkship directors, medical students, and graduate students developed case‐based anatomy modules with a design consistent with the principles of self‐directed learning. This pilot study aimed to explore medical student responses to the integration of anatomy sessions during clinical clerkships. One‐hour anatomy sessions were conducted during rotations of the following clerkships: internal medicine, pediatrics, family medicine, neurology, obstetrics and gynecology, and general surgery during the academic year 2022–2023. Each session consisted of four case‐based stations. Voluntary, anonymous surveys were distributed at the end of each session. Descriptive statistics of survey responses from the 490 participants revealed the overall ratings of the anatomy sessions to be above an 8.50 on a scale of 1.00 (low) to 9.00 (high). A small q thematic analysis of the open‐ended survey questions revealed the following themes: relevance of clinical correlations presented, a timely review of anatomical content, appreciation for the collaborative setting and interactivity among the participants, and constructive feedback regarding areas needing improvement. Students reported a high overall rating of the anatomy sessions and shared positive comments about these vertically integrated anatomy experiences. With a reduction in the amount of anatomy instruction during the pre‐clinical years and limited exposure during the clinical years, anatomy sessions like the ones proposed could allow for the fluid incorporation of gross anatomy across all 4 years of medical school.

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Transfer of anatomy during surgical clerkships: an exploratory study of a student-staff partnership

Cited by 4 publications

References 62 publications

Essential anatomy for core clerkships: A clinical perspective

Essential anatomy for core clerkships: A clinical perspective

Effectiveness of Clinically Relevant Anatomy Review Sessions held during Surgery Rotations

Going back to anatomy roots: Exploring the integration of anatomy sessions during clinical clerkships

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