Undergraduate anatomy teaching in the UK

Gogălniceanu, Petruţ; O’Connor, Eoghan; Raftery, Andrew T.

doi:10.1308/147363509x407506

Cited by 41 publications

(54 citation statements)

References 22 publications

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“…There are a range of iBSc courses available, including traditional preclinical sciences ( physiology (Harris 1986), anatomy (Gogalniceanu et al 2009), biochemistry, (Fraser et al 1986) pathology (MacGowan et al 1986;Wyllie & Currie 1986), as well as clinical subjects, such as microbiology, public health and primary care Williamson 1986;Jones et al 2001). Various course descriptions have been published (Dudley 1970(Dudley , 1989Jones et al 2001Jones et al , 2005Yudkin et al 2003;Broome et al 2007;Collins et al 2010).…”

Section: Practice Pointsmentioning

confidence: 99%

Impact of an intercalated BSc on medical student performance and careers: A BEME systematic review: BEME Guide No. 28

Jones

Hutt

Eastwood³

et al. 2013

Medical Teacher

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Introduction: Intercalated BScs (iBScs) are an optional part of undergraduate (UG) medicine courses in UK, Eire, Australia, New Zealand, the West Indies, Hong Kong, South Africa and Canada, consisting of advanced study into a particular field of medicine, often combined with research. They potentially improve students' skills and allow exploration of specific areas of interest. They are, however, expensive for institutions and students and delay workforce entry. There is conflicting evidence about their impact. Methods: A mixed-method systematic review (meta-analysis and critical interpretive synthesis) of the biomedical and educational literature, focusing on the impact of iBScs on UG performance, skills, and career choice, and to explore students' and other stakeholders' opinions about iBScs. Results: In the meta-analytic part of this review, we identified five studies which met our predetermined quality criteria. For UG performance, two studies using different methodologies report an improvement in UG performance; one study reported an Odds Ratio [OR] of 3.58 [95% CI 1. 47-8.83] and the second reported a significant improvement in finals scores (1.27 points advantage 95% CI 0.52-2.02). One study reported a mixed result, while two studies showed no improvement. Regarding skills and attitudes, one paper suggested iBScs lead to the development of deeper learning styles. With regard to subsequent careers, two studies suggested that for those students undertaking an iBSc there is an increased chance following an academic career [ORs of 3.6 (2.3-5.8) to 5.94 (3.6-11.5)]. Seven of eight studies (with broader selection criteria) reported that iBSc students were less likely to pursue GP careers (ORs no effect to 0.17 [0.07-0.36]). Meta-analysis of the data was not possible. In the critical interpretative synthesis analysis, we identified 46 articles, from which three themes emerged; firstly, the decision to undertake an iBSc, with students receiving conflicting advice; secondly, the educational experience, with intellectual growth balanced against financial costs; finally, the ramifications of the iBSc, including some suggestion of improved employment prospects and the potential to nurture qualities that make ''better'' doctors. Conclusion: Intercalated BScs may improve UG performance and increase the likelihood of pursuing academic careers, and are associated with a reduced likelihood of following a GP career. They help students to develop reflexivity and key skills, such as a better understanding of critical appraisal and research. The decision to undertake an iBSc is contentious; students feel ill-informed about the benefits. These findings could have implications for a variety of international enrichment programmes.

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Section: Practice Pointsmentioning

confidence: 99%

Impact of an intercalated BSc on medical student performance and careers: A BEME systematic review: BEME Guide No. 28

Jones

Hutt

Eastwood³

et al. 2013

Medical Teacher

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“…Cadaver dissection is used as a major tool in learning anatomy, owing to its perceived effectiveness for understanding classification and inter-relationship of different body parts, integration of theory and practice of anatomy, touch-mediated perception, humanistic care, three-dimensional perspectives of structures, and application of practical skills (Aziz et al, 2002;Rizzolo, 2002;Hinduja et al, 2005;Lempp, 2005;Lachman and Pawlina, 2006;Azer and Eizenberg, 2007;Gogalniceanu et al, 2008Gogalniceanu et al, , 2009Sugand et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Dissection videos do not improve anatomy examination scores

Mahmud

Hyder

Butt

et al. 2011

Anatomical Sciences Ed

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In this quasi-experimental study, we describe the effect of showing dissection videos on first-year medical students' performance in terms of test scores during a gross anatomy course. We also surveyed students' perception regarding the showing of dissection videos. Two hundred eighty-seven first-year medical students at Rawalpindi Medical College in Pakistan, divided into two groups, dissected one limb in first term and switched over to the other limb in the second term. During the second term, instruction was supplemented by dissection videos. Second-term anatomy examination marks were compared with first-term scores and with results from first-year medical students in previous years. Multiple linear regression analysis was performed, with term scores (continuous, 0-200) as the dependent variable. Students shown dissection videos scored 1.26 marks higher than those not shown. The relationship was not statistically significant (95% CI: -1.11, 3.70; P = 0.314). Ninety-three percent of students favored regular inclusion of dissection videos in curriculum, and 50% termed it the best source for learning gross anatomy. Seventy-six percent of students did not perform regular cadaver dissection. The most frequent reason cited for not performing regular dissection was high student-cadaver ratio. Dissection videos did not improve performance on final examination scores; however, students favored their use.

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“…In the United Kingdom and North America there is a huge transformation in the teaching of human anatomy to undergraduate medical students due to changes in thinking about how to best prepare doctors for medical practice in the twenty-first century (Dangerfield et al 2000;de Barros et al 2001;Fitzpatrick et al 2001;Johnson 2002;Miller et al 2002;Op Den Akker et al 2002;Prideaux & Bligh 2002;Reidenberg & Laitman 2002;Patel & Moxham 2006;Gogalniceanu et al 2009). Opinions are shifting away from continued use and students' dissection of cadaveric materials in medical education, partly as a result of changes in society's expectations of good ethical practice, cost and availability (Prideaux & Bligh 2002;.…”

Section: Introductionmentioning

confidence: 99%

Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

Chinnah¹,

Bere²,

Collett³

2010

Medical Teacher

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Background: Modern medical education teaching and learning approaches now lay emphasis on students acquiring knowledge, skills and attitudes relevant to medical practice. Aims: To explore students' perceived impacts of using hands-on approaches involving peer/life model physical examination and palpation in teaching and learning living human anatomy on their practice of physical examination of real patients. Methods: This study used exploratory focus groups and a questionnaire survey of years 3-5 medical students. Results: The focus group discussions revealed new insights into the positive impacts of the hands-on approaches on students' clinical skills and professional attitudes when dealing with patients. Students' exposure to the hands-on approaches helped them to feel comfortable with therapeutically touching unclothed patients' bodies and physically examining them in the clinical environment. At least 60% of the questionnaire survey respondents agreed with the focus group participants on this view. Over 75% also agreed that the hands-on experiences helped them develop good professional attitudes in their encounter with patients. Conclusions: This study highlights the perceived educational value of the hands-on approaches as a pedagogic tool with a positive impact on students' clinical skills and professional attitudes that helps in easing their transition into clinical practice.

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Undergraduate anatomy teaching in the UK

Cited by 41 publications

References 22 publications

Impact of an intercalated BSc on medical student performance and careers: A BEME systematic review: BEME Guide No. 28

Impact of an intercalated BSc on medical student performance and careers: A BEME systematic review: BEME Guide No. 28

Dissection videos do not improve anatomy examination scores

Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

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