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Horne CA, Hepworth D, Saunders E, Keenan ID. Everyone can draw: An inclusive and transformative activity for conceptualization of topographic anatomy. ANATOMICAL SCIENCES EDUCATION 2024. [PMID: 38825620 DOI: 10.1002/ase.2460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 03/18/2024] [Accepted: 05/08/2024] [Indexed: 06/04/2024]
Abstract
Anatomical drawing traditionally involves illustration of labeled diagrams on two-dimensional surfaces to represent topographical features. Despite the visual nature of anatomy, many learners perceive that they lack drawing skills and do not engage in art-based learning. Recent advances in the capabilities of technology-enhanced learning have enabled the rapid and inexpensive production of three-dimensional anatomical models. This work describes a "drawing on model" activity in which learners observe and draw specific structures onto three-dimensional models. Sport and exercise sciences (SES, n = 79) and medical (MED, n = 156) students at a United Kingdom medical school completed this activity using heart and femur models, respectively. Learner demographics, their perceptions of anatomy learning approaches, the value of the activity, and their confidence in understanding anatomical features, were obtained via validated questionnaire. Responses to 7-point Likert-type and free-text items were analyzed by descriptive statistics and semi-quantitative content analysis. Learners valued art-based study (SES mean = 5.94 SD ±0.98; MED = 5.92 ± 1.05) and the "drawing on model" activity (SES = 6.33 ± 0.93; MED = 6.21 ± 0.94) and reported enhanced confidence in understanding of cardiac anatomy (5.61 ± 1.11), coronary arteries (6.03 ± 0.83), femur osteology (6.07 ± 1.07), and hip joint muscle actions (5.80 ± 1.20). Perceptions of learners were independent of both their sex and their art-based study preferences (p < 0.05). Themes constructed from free-text responses identified "interactivity," "topography," "transformative," and "visualization," as key elements of the approach, in addition to revealing some limitations. This work will have implications for anatomy educators seeking to engage learners in an inclusive, interactive, and effective learning activity for supporting three-dimensional anatomical understanding.
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Affiliation(s)
- Carly A Horne
- School of Biomedical, Nutritional and Sport Sciences, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - David Hepworth
- School of Medicine, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Emma Saunders
- School of Medicine, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Iain D Keenan
- School of Medicine, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
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Dissaux B, Duigou M, Herteleer M, Lefèvre C, Baqué P, Seizeur R. A national survey to assess the state of anatomy teaching in France across various disciplines and professions. Surg Radiol Anat 2024; 46:391-398. [PMID: 38436731 DOI: 10.1007/s00276-024-03310-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2023] [Accepted: 01/19/2024] [Indexed: 03/05/2024]
Abstract
PURPOSE To investigate the current practices in anatomy teaching at French universities in 2023. METHODS On January 10, 2023, a questionnaire was sent to all members of the official list of the French Medical College of Professors of Anatomy. Each Anatomy centre was asked to complete this online form only once. The questionnaire covered several key themes, including broad questions, dissections practices, "virtual" dissections, teaching methods and teaching staff. RESULTS The questionnaire was completed by 26/28 anatomy centres. Access to body donor dissection is reported to be mandatory in 15 of the 26 centers (58%), optional in 10 centers (38%), and "tolerated" in one center (4%). Fifteen of 26 centers (58%) reported having a virtual dissection table for teaching anatomy. Concerning the teaching of anatomy via live ultrasound, 10 out of 26 centers (38%) reported providing it. Regarding the teaching methods used for medical students, chalk and board lectures are the most common method, although the intensity of use varies. Most lectures are given with chalk and board in 42% (11/26) of the centers. In about 73% (19/26) of the centers, tablet lectures are used. Regarding anatomy teachers, it was reported that in 24/26 anatomy centres (92%), more than 50% of the courses for medical students are taught by professors holding the chair of anatomy (21/26 professors (81%), 3/26 associate professors (12%)). CONCLUSION The present study endeavors to contribute to the existing body of knowledge on anatomy education by offering insights into the current practices in French universities.
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Affiliation(s)
- Brieg Dissaux
- Anatomy Department, University of Western Brittany (UBO), Brest, France.
- Inserm, Univ Brest, CHRU Brest, UMR 1304, GETBO, Brest, France.
- Radiology Department, University Hospital, Brest, France.
| | - Marie Duigou
- Anatomy Department, University of Western Brittany (UBO), Brest, France
- Neurosurgery Department, University Hospital, Brest, France
| | - Matthias Herteleer
- Anatomy Laboratory, Lille University School of Medicine, University of Lille, Lille, France
- Department of Anesthesiology and Critical Care Medicine, University Hospital of Lille, Lille, France
| | - Christian Lefèvre
- Anatomy Department, University of Western Brittany (UBO), Brest, France
- LaTIM, INSERM 1101, Brest, France
| | - Patrick Baqué
- Department of Anatomy, School of Medicine, Université Nice Sophia Antipolis/Université Côte d'Azur, 28 Avenue de Valombrose, 06100, Nice, France
- Acute Care Surgery, University Hospital of Nice, CHU de Nice, Hôpital Pasteur 2, 30 Voie Romaine, 06100, Nice, France
| | - Romuald Seizeur
- Anatomy Department, University of Western Brittany (UBO), Brest, France
- Neurosurgery Department, University Hospital, Brest, France
- LaTIM, INSERM 1101, Brest, France
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Dissaux B, Ognard J, Léger B, Duigou M, Lefèvre C, Nonent M, Berthou C, Seizeur R. Assessment of using ultrasonography to teach abdominal and cervical anatomy in French medical curricula. Surg Radiol Anat 2023; 45:1185-1189. [PMID: 37552267 DOI: 10.1007/s00276-023-03219-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 07/24/2023] [Indexed: 08/09/2023]
Abstract
PURPOSE The objective of this work was to assess, in a quantitative and qualitative way, the teaching of cervical and abdominal anatomy via ultrasound for medical students. METHODS For several years, tutorials on the study of anatomy through use of ultrasound on the living organism have been given at the Medical School of Brest. These sessions have focused on cervical anatomy and abdominal anatomy. Students were invited to quantitatively assess these lessons by taking two tests containing questions on both cervical and abdominal anatomy and ultrasound technique: a pre-test administered at the beginning of the year and a post-test at the end of the year. In addition, a qualitative assessment was carried out at the end of the year. Ten statements were presented, and students were asked to indicate their agreement or disagreement to a four-point Likert scale. RESULTS One hundred and twelve students answered all the questions on the pre-test with an average of 13.4 correct answers out of 20. Forty-eight students answered all the questions on the post-test with an average of 14.6/20. Twenty-six students who benefited from the courses gave positive feedback about the workshops on the qualitative assessment at the end of the year (median scores > = 3/4). CONCLUSION The results of this work suggest that the use of ultrasound makes a positive contribution to the teaching of anatomy. The students interviewed think this type of tutorial should be an integral part of the anatomy curriculum at our university. In addition, this type of instruction can serve to introduce the use of ultrasound itself in a practical learning setting.
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Affiliation(s)
- Brieg Dissaux
- Anatomy Department, University of Western Brittany (UBO), Brest, France.
- Inserm, UMR 1304, GETBO, Univ Brest, CHRU Brest, Brest, France.
- Radiology Department, University Hospital, Brest, France.
| | - Julien Ognard
- Radiology Department, University Hospital, Brest, France
- LaTIM, INSERM 1101, Brest, France
| | - Bran Léger
- Anatomy Department, University of Western Brittany (UBO), Brest, France
| | - Marie Duigou
- Anatomy Department, University of Western Brittany (UBO), Brest, France
| | - Christian Lefèvre
- Anatomy Department, University of Western Brittany (UBO), Brest, France
- LaTIM, INSERM 1101, Brest, France
| | - Michel Nonent
- Inserm, UMR 1304, GETBO, Univ Brest, CHRU Brest, Brest, France
- Radiology Department, University Hospital, Brest, France
| | - Christian Berthou
- U1227, University of Brest, INSERM, IBSAM, 29200, Brest, France
- Hematology Department, University Hospital, Brest, France
| | - Romuald Seizeur
- Anatomy Department, University of Western Brittany (UBO), Brest, France
- LaTIM, INSERM 1101, Brest, France
- Neurosurgery Department, University Hospital, Brest, France
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Bellier A, Secheresse T, Stoeckle A, Dols AM, Chaffanjon PC. Impact of Background Music on Medical Student Anxiety and Performance During Anatomical Dissections: A Cluster Randomized Interventional Trial. ANATOMICAL SCIENCES EDUCATION 2020; 13:427-435. [PMID: 31509645 DOI: 10.1002/ase.1918] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Revised: 08/06/2019] [Accepted: 09/04/2019] [Indexed: 06/10/2023]
Abstract
Anatomical dissection on cadavers can be a source of anxiety for medical students. Studies in other stressful settings have shown a reduction in anxiety when there is background music. The objective of this study was to determine if music can have an impact on student anxiety, student satisfaction, and student performance in dissection room. This cluster randomized interventional trial included 187 second-year medical students. The intervention was standardized background music, selected based on the literature, with a tempo of between 60 and 80 bpm. Six balanced clusters were randomized (1:1) to music or no music during dissection sessions. The main assessment criterion was a validated self-evaluation scale score for anxiety, the State Trait Anxiety Inventory. Student satisfaction was measured using a visual analog scale and dissection performance was evaluated by an examination. The outcomes were analyzed with mixed models adjusted on group effect, chronic anxiety, and confounding factors. A significant (58%) relative decrease in acute anxiety, odds ratio 0.423 [0.160; 0.710] was found for the music intervention group. Music also had a positive impact on performance with students in the intervention group attaining higher grades than those in the control group (0.42/10 higher, P = 0.0016). The study also showed a nonsignificant increase in satisfaction with 0.37 extra points (P = 0.137) in the intervention group. Background music had a significant impact on anxiety in the dissection room and on technical and theoretical performance in the subsequent anatomy examination. This music intervention could be extended to other stressful work environments.
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Affiliation(s)
- Alexandre Bellier
- French Alpes Laboratory of Anatomy, Department of Anatomy, Grenoble Alpes University, Grenoble, France
- Department of Medical Evaluation, Grenoble Alpes University Hospital, Grenoble, France
| | | | - Anne Stoeckle
- Faculty of Medicine, Grenoble Alpes University, Grenoble, France
| | - Anne-Marie Dols
- Department of Medical Evaluation, Grenoble Alpes University Hospital, Grenoble, France
| | - Philippe C Chaffanjon
- French Alpes Laboratory of Anatomy, Department of Anatomy, Grenoble Alpes University, Grenoble, France
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