What impact does anatomy education have on clinical practice?

Mathias, Haydn

doi:10.1002/ca.21065

Cited by 118 publications

(100 citation statements)

References 19 publications

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“…How students learn anatomy is a question that has long been pondered by researchers. Although we know performance is indeed affected by how students learn (Smith & Mathias, 2011), isolating cause and effect relationships is particularly challenging due to the complexities of the multivariate teaching environment.…”

Section: Introduction Introductionmentioning

confidence: 99%

Interplays of psychometric abilities on learning gross anatomy

Smith¹,

Stokholm²,

Sinha³

et al. 2017

MedEdPublish

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In recent years, there has been international debate concerning how students learn anatomy. The rapid increase in scientific knowledge has put pressure on the place of anatomy within the medical and allied health professional curricula, as well as the design and structure of anatomy courses. In this regard, relatively little is known about what medical and allied health professions students want from an anatomy course or how they learn it. To assess students' learning approaches and perceptions of anatomy, a series of psychometric tests were administered to Medical (n=82), Podiatry (n=21), and Pharmacy (n=74) students in the United Kingdom. Analysis of the Anatomy Learning Experience (ALE) questionnaire revealed a predominantly positive attitude towards anatomy and the dissection room, with most valuing cadaveric dissection and not regarding it as a daunting environment. Further to this, analysis of the Approaches to Studying Inventory for Students (ASSIST) revealed predominant preferences for strategic and deep approaches. Personality traits were associated with certain learning approaches; neuroticism with surface (p=0.038), conscientiousness with both a deep and strategic approach (p=0.000 and p=0.060 respectively). Certain personality traits were also found to be associated with anatomy experience e.g. neuroticism and achievement striving felt the most effective way to learn was to get their hands in and feel for structures (p=0.044 and p=0.012 respectively). This study concludes that undergraduate students of medicine, podiatry and pharmacy learn anatomy in slightly different ways. Preparation for classroom activities should centre on the promotion of an optimum learning environment and teaching strategies which promote a deep approach to learning. Understanding students' personality and learning experiences should help teachers improve the students' learning of anatomy for effective application to clinical practice.

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Section: Introduction Introductionmentioning

confidence: 99%

Interplays of psychometric abilities on learning gross anatomy

Smith¹,

Stokholm²,

Sinha³

et al. 2017

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…However, ultrasound has the potential to reinforce concepts that transcend ultrasoundspecific knowledge-especially in anatomy retention, presumably through direct visualization of organs and their interrelationships. Models of anatomy learning describe a process of learning, forgetting, reformatting, and applying (23), and so knowledge retention is of utmost importance in anatomy teaching. To evaluate the true impact of our study, conscious effort was made to assess student retention of standard preclinical course material that was not specific to ultrasound.…”

Section: Discussionmentioning

confidence: 99%

A Near-peer Point-of-care Ultrasound Elective for Medical Students: Impact on Anatomy Knowledge, Perceptions About Ultrasound, and Self-reported Skill Level

et al. 2017

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Rationale and Objectives: We aimed to assess the impact of our institution's recently created point-of-care ultrasound (POCUS) course for preclinical medical students by examining its effect on first-year-level medical knowledge, self-reported skill level, and beliefs regarding the importance of ultrasound in future clinical practice. Materials and Methods:A total of 18 first-year medical students completed a 5-month near-peer-led training program in POCUS consisting of 3-hour teaching sessions (7), 4-hour clinical sessions (10-12), and an independent study. Students completed pre-and postprogram assessments examining (1) student perceptions about ultrasound and its importance to future careers, (2) students' self-reported skill level with ultrasound, and (3) performance on an anatomy and physiology knowledge quiz. Scores and responses were compared to 20 controls. Results:The majority of students believed that ultrasound was useful for learning anatomy and would be important in their future clinical practice. Students who completed our training program tended to perform better than controls on a test of medical knowledge. Despite reporting far fewer hours of formal ultrasound training, control students rated their skill level comparably to POCUS-trained students.Conclusions: This study provides evidence that ultrasound is well received by medical students and may be useful for teaching basic anatomy concepts.

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“…In particular, students acquire a good understanding of dimensions and positions of anatomical structures using this method while studying. It is a highly memorable experience, which gives students an appreciation of the links between the visual, tactile, and auditory aspects of human anatomy [11,26].…”

Section: гуманитарні питання медицини і проблеми викладання в вищій шmentioning

confidence: 99%

New Communicative Educational Tools Usage in the Study of Human Anatomy

Наварчук¹,

Guzik²

2017

Ukr. ž. med. bìol. sportu

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Improvement of pedagogical skills in a high school is one of the most important tasks for the modern educational modernization. Future doctors' training presupposes reliable digestion and retention in memory of the large information volume, which is necessary for their further professional activity. Different students learn anatomy in different ways. Most adopt a style that is the result of several attempts to develop a successful strategy, and that leads to a consolidated body of knowledge that can be applied successfully in a clinical context.The purpose of the research was to examine the selection of anatomy teaching methods and to ensure their efficiency for mentoring students to the terms and conditions of the educational process in a medical university.Materials and methods. The study and analysis of local and foreign literature sources was conducted.Art-based approaches to teaching and learning add new dimensions to the educational environment and to the students' experience. Its main advantage is the creation of so called "learning landmarks": vivid experiences which are memorable and which provide access to the educational content associated within that context. In particular, students acquire a good understanding of dimensions and positions of anatomical structures using this method while studying.One of the methods widely used in educational process is mnemonics -the set of methods and techniques, facilitating memorizing and increasing memory volume by creation of artificial associations. Mnemonics use permits to transfer information to forms, easily retained in the long-term memory. It should be noted, that only small percentage of required information may be remembered with logic links assistance. The most part of it does not lend itself to logical systematization. By means of these methods emotional memory is developed, which preserves sensations, feelings, emotional coloring of events, and determines the ability to experience situations which seem to have been forgotten.The anatomy demonstrator has traditionally been a medically qualified individual, with some clinical experience and who completed a training to become a surgeon, anesthesiologist, or radiologist. The clinically trained anatomy demonstrator is placed to highlight to students the importance of integrating clinically relevant anatomy into their learning, and is recognized by students. Using such an approach allows students to realize the importance and relevance of anatomy knowledge in their later learning and practice.Team-based learning is a student-centered instructional strategy that allows one instructor to facilitate a large class. This helps to ensure that students develop highly functioning teams. Students are held individually accountable for their own preparation and contribution to team performance, receive immediate and frequent feedback about their performance. Finally, assignments are designed to promote learning and team development.Conclusions. Students can be engaged in the learning process by a variety of learning st...

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What impact does anatomy education have on clinical practice?

Cited by 118 publications

References 19 publications

Interplays of psychometric abilities on learning gross anatomy

Interplays of psychometric abilities on learning gross anatomy

A Near-peer Point-of-care Ultrasound Elective for Medical Students: Impact on Anatomy Knowledge, Perceptions About Ultrasound, and Self-reported Skill Level

New Communicative Educational Tools Usage in the Study of Human Anatomy

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