Supplementary Regional Anatomy Teaching by Surgeons Enhances Medical Students Mastery of Anatomical Knowledge and Positively Impacts Their Choice of Future Career

Beyond the classroom: Examining the varied impact of family dynamics on students' academic success

The family unit is foundational to a child's cognitive and social development. Variations in family dynamics significantly influence disparities in educational outcomes. This study aimed to explore the effects of family socio-economic variables on students' learning behavior at home and learning engagement at school. It examined the effects of family income, the father and mother's education level or cultural capital, and their communication with teachers on students learning engagement at school through the mediation role of students' learning behavior at home. The sample in an online survey was 2476 parents and teachers across China, and data was analyzed using SPSS, PROCESS macro for SPSS, and JASP. The findings highlight the importance of parent-teacher communication, which exhibited a significant total effect on student engagement. This influence surpasses other factors, such as family income and the education level of mothers and fathers, on students' learning engagement at school. Thus, the study emphasizes effective communication between parents and teachers in fostering students' learning engagement.

Impact of Anatomical Research Projects for Medical Students: A Cross-Sectional Survey of Academic and Professional Skills, Clinical Aspirations and Appreciation of Anatomy

In the third year of pre-clinical medicine (known as Part II of the Natural Sciences Tripos at the University of Cambridge), students have the opportunity to lead a primary research project on clinically relevant anatomy, often involving donor dissection. This descriptive study used a cross-sectional survey to explore the effects of undertaking an anatomical research project on students' attitudes, interests, and a variety of academic and professional skills. Of 45 students who were invited to participate in this study, 40 responded. Of these, 30 students (75%) had performed cadaveric dissection. Projects increased students' interests in academic careers (36% or 90% agreed/strongly agreed) and scientific inquiry, with 30 students (75%) undertaking subsequent research. Many students (30/40; 75%) strongly agreed their projects highlighted the importance of considering the scientific literature when providing patient care. Most (39/40; 97.5%) felt that there was scope for further anatomical research to appreciate and explore anatomical variation. Many students (32/40; 80%) strongly agreed that projects improved their self-directed learning skills. Inductive thematic analysis of free-text answers identified themes of improved academic, practical, and professional skills such as negotiation, responding to questions, presenting at conferences, and liaising with experts and non-experts. These results suggest that anatomical primary research through this program effectively fosters academic aptitude and interest, as well as the practical and professional skills necessary to thrive in academia and clinical medicine. Aspirations for a surgical career were strengthened and valuable anatomical context was provided.

Advancing surgical education: An evaluation of laparoscopic simulation training for medical students

OBJECTIVE

To examine the medical students' awareness of laparoscopic surgery as well as assess the perceived importance of laparoscopic simulation training, and its impact on students' confidence, career aspirations, proficiency, spatial skills, and physical tolerance.

DESIGN

Descriptive and comparative study using pre- and post-training assessments.

SETTING

Simulation training sessions centred on laparoscopic surgery techniques.

PARTICIPANTS

Medical students in year three (n = 49) participated in laparoscopic simulation training sessions.

RESULTS

Before the simulation training, 85.7% of students were unaware of laparoscopy, with females being less familiar than males (96.3% vs. 72.8%). 85.7% believed mastering laparoscopy was crucial before training, and 81.6% believed simulation training could enhance surgical skills. A disparity existed in this belief between the sexes, with 91% of males and 74.1% of females seeing the value in such training for skill improvement. Pretraining, males (54.5%) were more confident than females (26%) in mastering laparoscopy. Post-training, confidence increased for both groups, and the percentage of students wishing to pursue a surgical career also rose from 50% to 72.7%. Despite initial disparities in the time spent on training modules between males and females, both groups achieved similar proficiency levels by the end of the training. Although females initially lagged in spatial awareness and skills, post-training results showed significant improvement, matching their male counterparts. 26.5% of students experienced physical fatigue post-training, with a higher percentage of females (33.3%) reporting fatigue than males (18.2%). Regarding concentration during simulations, 81.8% of males could maintain focus compared to 48.2% of females.

CONCLUSIONS

Laparoscopic simulation training effectively improved the understanding, confidence, and surgical skills of medical students, with evident benefits in shaping their career aspirations. While both genders exhibited significant gains, female students faced challenges in terms of physical tolerance and initial spatial awareness. However, their post-training achievements mirrored those of their male peers, highlighting the effectiveness and importance of such simulation training programmes.

Eyesi direct ophthalmoscope simulator: an effective training tool for medical undergraduates

INTRODUCTION

Non-ophthalmologists often lack sufficient operational training to use a direct ophthalmoscope proficiently, resulting in a global deficit of basic ophthalmological skills among general practitioners. This deficiency hampers the timely diagnosis, referral, and intervention of patients. Consequently, the optimization of teaching tools and methods to enhance teaching efficiency is imperative. This study explores the effectiveness of the Eyesi Direct Ophthalmoscope Simulator (Eyesi) as an innovative tool for fundus examination training.

METHODS

Medical undergraduates were randomly assigned to Group A or B (n = 168). All participants completed a pre-training questionnaire. Group A received Eyesi training, while Group B underwent traditional direct ophthalmoscope (TDO) training. Subsequently, participants answered questionnaires relevant to their respective training methods. Both groups exchanged training tools and completed a summary questionnaire.

RESULTS

After training, 54.17% of participants believed that images presented by the Eyesi were consistent with the real fundus. Group A scored significantly higher than Group B in fundus structure recognition and self-confidence in examination. The degree of mastery over fundus theory score increased from 6.10 ± 0.13 to 7.74 ± 0.16 (P < 0.001) in Group A, but Group B did not demonstrate a significant difference. We also compared undergraduates' tendencies for different learning purposes, 75.59% of participants preferred the Eyesi to TDO as a training tool, and 88.41% of participants were receptive to introducing the Eyesi in training.

CONCLUSION

According to subjective participant feedback, Eyesi outperformed TDO in fundus observation, operational practice, and theoretical learning. It effectively equips undergraduates with fundus examination skills, potentially promoting the use of direct ophthalmoscopes in primary medical institutions.

Examining Motivation of First-Year Undergraduate Anatomy Students Through the Lens of Universal Design for Learning (UDL): A Single Institution Study

Motivation is critical for meaningful learning among healthcare students studying anatomy. Learners are highly variable, and it is important to ensure learners are equally supported in the diverse aspects of an anatomy curriculum. The implementation of the educational framework, Universal Design for Learning (UDL), in anatomy curricula could potentially enhance student motivation. The multiple means of engagement principle of UDL refers to the enhancement of motivation among students. This study aimed to identify healthcare students' motivation levels at the start and end of their anatomy module and whether there was any change in motivation. The Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to gather the self-reported motivation levels of first-year undergraduate medical, dental and occupational therapy (OT) and speech and language therapy (SLT) students studying anatomy at the start of their respective anatomy modules and again at the end of the module. The overall response rate was 74% and 69%, at the start and end of the study, respectively. Responses were analysed by the respective programme of study. Motivation to study anatomy among medical, dental, OT and SLT students ranged from medium to high on the MSLQ at the start of their respective anatomy modules. By the end of the anatomy modules, dental students reported high levels of motivation to study anatomy, whereas motivation among medical, OT and SLT students ranged from medium to high. A change in students' self-reported motivation levels while studying anatomy was identified. The study emphasises the benefits of UDL and its flexible nature to enhance motivation.

Medical students' perceptions and performance in an online regional anatomy course during the Covid-19 pandemic

The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05). Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort. The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance.

The use of a surgical boot camp combining anatomical education and surgical simulation for internship preparedness among senior medical students

BACKGROUND

Senior medical students feel unprepared for surgical procedures and care for surgery patients when they begin their internship. This study sought to introduce and evaluate a surgical boot camp training for senior medical students.

METHODS

A 44-h surgical boot camp program of lectures on clinical practice simulation, anatomical dissections, and simulated operation on cadavers was designed, implemented, and evaluated during the 2018 to 2019 academic year. A self-administered questionnaire was used to assess students' perceptions of the content, delivery, and self-confidence. The mini-Clinical Evaluation Exercise (mini-CEX) and the Operative Performance Rating System were used to assess skills essential to good clinical care and to facilitate feedback.

RESULTS

Over 93% of the students were satisfied with the surgical boot camp, training equipment, and learning materials provided. After six sessions of training, 85.3% reported gaining self-confidence and performed better in some surgical procedures such as major gastrectomy. The mini-CEX scores suggested significant improvement in the students' clinical skills, attitudes, and behaviors (P < 0.01). Ninety-eight percent of students felt that the anatomical knowledge taught met their needs. The scores of the Operative Performance Rating System suggested that the students' surgical skills such as instruments handling, incising, treatment of surrounding tissues (blood vessels, nerves), and smoothness of the whole operation had increased significantly following the surgical boot camp (All P < 0.01).

CONCLUSION

The surgical boot camp curriculum improved students' satisfaction and confidence in core clinical practice competencies. Therefore, medical schools the world over should continue to seek ways to bridge the gaps between pre-clinical, clinical, and internship training.