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Sharmin N, Chow AK, King S. Effect of teaching tools in spatial understanding in health science education: a systematic review. CANADIAN MEDICAL EDUCATION JOURNAL 2023; 14:70-88. [PMID: 37719412 PMCID: PMC10500399 DOI: 10.36834/cmej.74978] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 09/19/2023]
Abstract
Background The concept of spatial orientation is integral to health education. Students studying to be healthcare professionals use their visual intelligence to develop 3D mental models from 2D images, like X-rays, MRI, and CT scans, which exerts a heavy cognitive load on them. Innovative teaching tools and technologies are being developed to improve students' learning experiences. However, the impact of these teaching modalities on spatial understanding is not often evaluated. This systematic review aims to investigate current literature to identify which teaching tools and techniques are intended to improve the 3D sense of students and how these tools impact learners' spatial understanding. Methods The preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines were followed for the systematic review. Four databases were searched with multiple search terms. The articles were screened based on inclusion and exclusion criteria and assessed for quality. Results Nineteen articles were eligible for our systematic review. Teaching tools focused on improving spatial concepts can be grouped into five categories. The review findings reveal that the experimental groups have performed equally well or significantly better in tests and tasks with access to the teaching tool than the control groups. Conclusion Our review investigated the current literature to identify and categorize teaching tools shown to improve spatial understanding in healthcare professionals. The teaching tools identified in our review showed improvement in measured, and perceived spatial intelligence. However, a wide variation exists among the teaching tools and assessment techniques. We also identified knowledge gaps and future research opportunities.
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Affiliation(s)
- Nazlee Sharmin
- School of Dentistry, Faculty of Medicine & Dentistry, College of Health Sciences, University of Alberta, Alberta, Canada
| | - Ava K Chow
- School of Dentistry, Faculty of Medicine & Dentistry, College of Health Sciences, University of Alberta, Alberta, Canada
| | - Sharla King
- Faculty of Education, University of Alberta, Alberta, Canada
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New neuroanatomy learning paradigms for the next generation of trainees: A novel literature-based 3D methodology. Clin Neurol Neurosurg 2021; 210:106948. [DOI: 10.1016/j.clineuro.2021.106948] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2021] [Revised: 09/07/2021] [Accepted: 09/09/2021] [Indexed: 11/29/2022]
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Skandalakis GP, Chytas D, Salmas M, Paraskevas G, Saramantas G, Noussios G. Letter to the Editor Regarding "Neuroanatomy Teaching in Australian and New Zealand Medical Schools". World Neurosurg 2021; 151:298-299. [PMID: 34243641 DOI: 10.1016/j.wneu.2021.03.099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Accepted: 03/18/2021] [Indexed: 11/30/2022]
Affiliation(s)
- Georgios P Skandalakis
- Department of Neurosurgery, Icahn School of Medicine at Mount Sinai, New York, New York, USA
| | - Dimitrios Chytas
- Department of Anatomy, School of Physiotherapy, University of Peloponnese, Sparta, Greece.
| | - Marios Salmas
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Georgios Paraskevas
- Department of Anatomy and Surgical Anatomy, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - George Saramantas
- Department of Physical Education and Sports Sciences of Serres, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - George Noussios
- Department of Physical Education and Sports Sciences of Serres, Aristotle University of Thessaloniki, Thessaloniki, Greece
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Curlewis K, Leung B, Perera M, Bazira PJ, Sanders KA. Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review. ANATOMICAL SCIENCES EDUCATION 2021; 14:252-262. [PMID: 32573101 DOI: 10.1002/ase.1996] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 06/10/2020] [Accepted: 06/12/2020] [Indexed: 06/11/2023]
Abstract
Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed.
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Affiliation(s)
- Keegan Curlewis
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
- Brighton and Sussex Medical School, Brighton, United Kingdom
| | - Brook Leung
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
- Brighton and Sussex Medical School, Brighton, United Kingdom
| | - Manesha Perera
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
| | - Peter J Bazira
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
| | - Katherine A Sanders
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of York, York, United Kingdom
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Tanner JA, Jethwa B, Jackson J, Bartanuszova M, King TS, Bhattacharya A, Sharma R. A Three-Dimensional Print Model of the Pterygopalatine Fossa Significantly Enhances the Learning Experience. ANATOMICAL SCIENCES EDUCATION 2020; 13:568-580. [PMID: 31904166 DOI: 10.1002/ase.1942] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 12/23/2019] [Accepted: 01/03/2020] [Indexed: 05/22/2023]
Abstract
The pterygopalatine fossa (PPF) is a bilateral space deep within the skull that serves as a major neurovascular junction. However, its small volume and poor accessibility make it a difficult space to comprehend using two-dimensional illustrations and cadaveric dissections. A three-dimensional (3D) printed model of the PPF was developed as a visual and kinesthetic learning tool for completely visualizing the fossa, its boundaries, its communicating channels, and its neurovascular structures. The model was evaluated by analyzing student performance on pre- and post-quizzes and a student satisfaction survey based on the five-point Likert scale. The first cohort comprised of 88 students who had never before studied the PPF. The second cohort consisted of 30 students who were previously taught the PPF. Each cohort was randomly divided into a control group who were provided with a half skull and an intervention group that were provided with the 3D printed model. The intervention group performed significantly better on the post-quiz as compared to the control group in cohort I (P = 0.001); while not significant, it also improved learning in cohort II students (P = 0.124). Satisfaction surveys indicated that the intervention group found the 3D printed model to be significantly more useful (P < 0.05) as compared to the half skull used by the control group. Importantly, the effect sizes for cohorts I and II (0.504 and 0.581, respectively) validated the statistical results. Together, this study highlights the importance of 3D printed models as teaching tools in anatomy education.
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Affiliation(s)
- Jordan A Tanner
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
| | - Beeran Jethwa
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
| | - Jeff Jackson
- Office of Undergraduate Medical Education, Long School of Medicine, UT Health, San Antonio, Texas
| | - Maria Bartanuszova
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
| | - Thomas S King
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
- Department of Obstetrics-Gynecology, Long School of Medicine, UT Health, San Antonio, Texas
| | - Arunabh Bhattacharya
- Department of Clinical and Applied Sciences Education, School of Osteopathic Medicine, University of Incarnate Word, San Antonio, Texas
| | - Ramaswamy Sharma
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
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Forero DA, Majeed MH, Ruiz-Díaz P. Current trends and future perspectives for medical education in Colombia. MEDICAL TEACHER 2020; 42:17-23. [PMID: 31491350 DOI: 10.1080/0142159x.2019.1659944] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Colombia is the second largest country in South America. In this article, we provide an overview of medical education in Colombia, including a description of existing public and private medical schools and available undergraduate and postgraduate programs. Medical education in Colombia has evolved through time, following international trends. In addition to 61 undergraduate medical programs, there are 529 postgraduate clinical, 30 PhD, and 131 Master programs in health sciences in Colombia. We identify current challenges and highlight future perspectives for medical education in Colombia.
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Affiliation(s)
- Diego A Forero
- PhD Program in Health Sciences, School of Medicine, Universidad Antonio Nariño, Bogotá, Colombia
- Laboratory of NeuroPsychiatric Genetics, Biomedical Sciences Research Group, School of Medicine, Universidad Antonio Nariño, Bogotá, Colombia
| | - Muhammad Hassan Majeed
- Department of Anesthesiology and Critical Care Medicine, The Johns Hopkins Hospital, Baltimore, MD, USA
| | - Paola Ruiz-Díaz
- Academic Unit for Education Sciences, Universidad Piloto de Colombia, Bogotá, Colombia
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Dueñas AN, Finn GM. Body Painting Plus: Art-Based Activities to Improve Visualisation in Clinical Education Settings. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2020; 1260:27-42. [DOI: 10.1007/978-3-030-47483-6_3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Sotgiu MA, Mazzarello V, Bandiera P, Madeddu R, Montella A, Moxham B. Neuroanatomy, the Achille's Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy. ANATOMICAL SCIENCES EDUCATION 2020; 13:107-116. [PMID: 30702219 DOI: 10.1002/ase.1866] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2018] [Revised: 12/30/2018] [Accepted: 01/25/2019] [Indexed: 06/09/2023]
Abstract
Neuroanatomy has been deemed crucial for clinical neurosciences. It has been one of the most challenging parts of the anatomical curriculum and is one of the causes of "neurophobia," whose main implication is a negative influence on the choice of neurology in the near future. In the last decades, several educational strategies have been identified to improve the skills of students and to promote a deep learning. The aim of this study was to systematically review the literature to identify the most effective method/s to teach human neuroanatomy. The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate medical courses from January 2006 through December 2017. The primary outcome was the observation of improvement of anatomical knowledge in undergraduate medical students. Secondary outcomes were the amelioration of long-term retention knowledge and the grade of satisfaction of students. Among 18 selected studies, 44.4% have used three-dimensional (3D) teaching tools, 16.6% near peer teaching tool, 5.55% flipped classroom tool, 5.55% applied neuroanatomy elective course, 5.55% equivalence-based instruction-rote learning, 5.55% mobile augmented reality, 5.55% inquiry-based clinical case, 5.55% cadaver dissection, and 5.55% Twitter. The high in-between study heterogeneity was the main issue to identify the most helpful teaching tool to improve neuroanatomical knowledge among medical students. Data from this study suggest that a combination of multiple pedagogical resources seems to be the more advantageous for teaching neuroanatomy.
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Affiliation(s)
- Maria Alessandra Sotgiu
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Vittorio Mazzarello
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Pasquale Bandiera
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Roberto Madeddu
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Andrea Montella
- Department of Biomedical Sciences, Faculty of Medicine and Surgery, University of Sassari, Sassari, Italy
| | - Bernard Moxham
- Cardiff School of Biosciences, Cardiff University, Cardiff, United Kingdom
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Scherer JJ, Reichrath S, Tschernig T, Maxeiner S. A snapshot of anatomy teaching: Peer-led anatomy boot camps — Priming for success? Ann Anat 2019; 221:141-147. [DOI: 10.1016/j.aanat.2018.10.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2018] [Revised: 10/01/2018] [Accepted: 10/02/2018] [Indexed: 10/28/2022]
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