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Fekadu N, Tekle Y. Extent of Utilization of Radiologic Images in Gross Anatomy Teaching, the Experience of Ethiopian Medical Schools. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:981-985. [PMID: 36046601 PMCID: PMC9421611 DOI: 10.2147/amep.s374089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 08/21/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND One of the greatest developments in modern medicine is the strides taken in radiology. Today, thanks to high-tech devices like computer tomography (CT), magnetic resonance imaging (MRI), and ultrasound, a noninvasive glimpse into the human interior has been made possible. These recent developments have revolutionized how doctors see anatomy. To keep pace with this progress, many medical school anatomy curriculums have undergone a facelift. In these new curriculums, radiology has been presented as a practical and sufficient alternative tool for learning anatomy. This study, therefore, aimed to determine the extent of the use of radiologic images in the teaching of anatomy in Ethiopian medical schools. METHODS An online questionnaire was used to collect, compile and analyze data from anatomy instructors in Ethiopian medical schools. RESULTS The survey showed that 55.9% of the instructors used radiologic images of one form or another in their teaching. However, it also revealed radiological images comprise <5% of the total images used in teaching. The majority (73.5%) of the instructors lacked any prior training or coursework in radiologic anatomy. Despite full-time radiology faculties existing in the schools, a relationship between the anatomy and radiology department is virtually unheard of. CONCLUSION The curriculum currently in use in Ethiopian medical schools is designed in a way both vertical and horizontal integration of the traditional subjects are achieved. This way, the introduction of clinical medicine early will provide context and relevance to the learning of basic science. Despite the curriculum's emphasis, we have observed limitations in the degree of integration of anatomy and radiology.
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Affiliation(s)
- Natae Fekadu
- Department of Radiology, School of Medicine, Dire Dawa University, Dire Dawa, Ethiopia
| | - Yared Tekle
- Department of Anatomy, School of Medicine, Dire Dawa University, Dire Dawa, Ethiopia
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Lynch T, Bockhold S, McNulty JP. Factors influencing the choice of radiology as a medical specialty in Ireland. Eur J Radiol 2022; 151:110297. [DOI: 10.1016/j.ejrad.2022.110297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Revised: 02/22/2022] [Accepted: 04/01/2022] [Indexed: 11/16/2022]
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Power J, Dempsey P, Barry D, Slater G, McMenamin P, McNicholas M. Radiology perspective on anatomy teaching in Australia and New Zealand. Surg Radiol Anat 2021; 44:5-8. [PMID: 34378106 DOI: 10.1007/s00276-021-02811-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Accepted: 07/31/2021] [Indexed: 10/20/2022]
Abstract
INTRODUCTION Anatomy pedagogy and radiologists involvement in teaching undergraduate anatomy varies widely. We surveyed radiologists practising in Australia and New Zealand to establish their opinions on their own experience of undergraduate anatomy and their view on the role of radiology in anatomy teaching. We also sought their views on the role of radiologists in anatomy teaching. METHODS A short survey was designed on the Survey Monkey platform using the website surveymonkey.com. The survey was distributed to members of the Royal Australian and New Zealand College of Radiologists (RANCZR) as a link attached to a monthly e-newsletter with a short paragraph outlining its aim. RESULTS Sixty-seven responses were eligible for analysis. 33% (22/67) were dissatisfied with their own anatomy training and 55% (38/67) felt that current graduates had an inadequate level of anatomy. 55% (38/67) indicated that radiology had not been a major part of their own undergraduate anatomy training. 58% (39/67) of respondents felt that non-radiology medical and para-medical professionals were not suitably qualified to teach radiologic anatomy. 75% (42/67) were of the opinion that radiology with 3-D support platforms may replace cadaveric dissection in the future, yet most were not familiar with 3-D platforms in current usage.
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Affiliation(s)
- Jack Power
- Radiology Department, Mater Misericordiae University Hospital, Dublin, Ireland.
| | - Philip Dempsey
- Radiology Department, Mater Misericordiae University Hospital, Dublin, Ireland
| | - Denis Barry
- Department of Anatomy, Trinity Biomedical Sciences Institute, Trinity College Dublin, Dublin, Ireland
| | - Gregory Slater
- Greenslopes Private Hospital, Greenslopes, QLD, Australia
| | - Paul McMenamin
- Faculty of Medicine Nursing and Health Sciences, Department of Anatomy, Monash University, Melbourne, VIC, Australia
| | - Michelle McNicholas
- Radiology Department, Mater Misericordiae University Hospital, Dublin, Ireland
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Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students. Surg Radiol Anat 2020; 43:489-496. [PMID: 32964270 DOI: 10.1007/s00276-020-02572-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Accepted: 09/12/2020] [Indexed: 10/23/2022]
Abstract
PURPOSE The aim of the study was to assess the effectiveness of blended learning modules for radiological anatomy among first-year medical students by estimating knowledge gain and evaluating student perceptions. METHODS A single-group, pre- and post-test study design was utilized. Five radiological anatomy modules consisting of online presentations and self-assessment quizzes were developed for the upper limb, lower limb, head and neck, thorax, and abdomen and pelvis. The content of the modules was uploaded on to a learning management system called TYRO. Each module focused on the normal anatomical features observed on plain and contrast radiographs. Other relevant imaging modalities and clinical contexts were also introduced. During the classroom session, the students were instructed to peruse the modules and answer the self-assessment quiz. The teacher in the classroom acted as a facilitator and was available to the students for any clarifications. A pre- and post-test was administered to the students before and after exposure to the modules, respectively. A paired t test was used to estimate differences in the pre- and post-test scores. Students' perceptions were assessed using a questionnaire. RESULTS One-hundred students attended both the tests. The mean and standard deviation of pre- and post-test scores were 17 ± 5.5 and 26 ± 7.6, respectively, and this difference was significant. Students' perceptions about the intervention were on the whole positive. CONCLUSION A significant improvement in the knowledge of radiological anatomy was noted after exposure to five blended learning modules of radiological anatomy. The modules were well received by the students.
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O’Keeffe GW, Davy S, Barry DS. Radiologist’s views on anatomical knowledge amongst junior doctors and the teaching of anatomy in medical curricula. Ann Anat 2019; 223:70-76. [DOI: 10.1016/j.aanat.2019.01.011] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2018] [Revised: 12/19/2018] [Accepted: 01/23/2019] [Indexed: 01/01/2023]
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Marino K, Merrick D, Edwards K, Pratten M. Musculoskeletal Radiology Teaching at a UK Medical School: Do We Need to Improve? ANATOMICAL SCIENCES EDUCATION 2019; 12:257-263. [PMID: 30395696 DOI: 10.1002/ase.1834] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2018] [Revised: 09/05/2018] [Accepted: 09/09/2018] [Indexed: 06/08/2023]
Abstract
The United Kingdom is currently facing crisis due to a shortage of radiology consultants despite ever-increasing demand for medical imaging. The specifics of how best to teach radiology has generated increasing interest. This study aims to determine whether musculoskeletal (MSK) radiology teaching at the University of Nottingham (UoN) Medical School is perceived to be satisfactory by medical students, Foundation-Year doctors, and senior medical professionals in preparing students for the demands working as Foundation-Year doctors. Questionnaires were distributed to all medical students and Foundation-Year doctors that graduated from UoN (n = 307). Semi-structured interviews were conducted with consultants and teaching staff (n = 13). Forty-nine percent of preclinical medical students, 43% of clinical students and 27% of Foundation-Year doctors thought MSK radiology teaching was not sufficient in preparing them for the radiology challenges Foundation-Year doctors' face. This difference was statistically significant (P < 0.001). The consensus from senior medical professionals was that MSK Radiology teaching is currently adequate and producing competent students. Interestingly, only 5% of students were considering a career in radiology compared to 34% of Foundation-Year doctors. Overall, there seems to be concern among students regarding MSK radiology teaching and students have a lack of confidence with MSK radiology. Foundation-Year doctors and senior medical professionals do not share this view. This may be due to medical students' lack of clarity on what is required of them. Formal documentation of set learning objectives for MSK radiology throughout the curriculum may address this.
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Affiliation(s)
- Katherine Marino
- School of Medicine and Biomedical Sciences, Faculty of Medicine, Dentistry and Health, University of Sheffield, Sheffield, United Kingdom
- School of Life Sciences, University of Nottingham Medical School, Queen's Medical Centre, Nottingham, United Kingdom
| | - Deborah Merrick
- School of Life Sciences, University of Nottingham Medical School, Queen's Medical Centre, Nottingham, United Kingdom
| | - Kimberly Edwards
- Academic Orthopaedics, Trauma and Sports Medicine, Queen's Medical Centre, Nottingham University Hospitals NHS Trust, Nottingham, United Kingdom
| | - Margaret Pratten
- School of Life Sciences, University of Nottingham Medical School, Queen's Medical Centre, Nottingham, United Kingdom
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The role of radiology in anatomy teaching in UK medical schools: a national survey. Clin Radiol 2017; 73:185-190. [PMID: 29032801 DOI: 10.1016/j.crad.2017.08.008] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2017] [Accepted: 08/30/2017] [Indexed: 11/23/2022]
Abstract
AIMS To investigate the current use of radiology in anatomy teaching across the UK, and to determine the level of interest expressed in expanding its role in medical education. MATERIALS AND METHODS A 22-question electronic survey was distributed to the organisers of anatomy teaching at 35 UK medical schools. The questionnaire explored the use of radiology in their anatomy course, the different kinds of available resources, and attitudes towards integrating radiology into anatomy teaching. RESULTS Responses were received from 29/35 (83%) medical schools. Among the respondents, radiological anatomy featured in all but one of their curricula. Of those schools using radiology to aid anatomy teaching, 20/28 expressed a wish for more radiology in the curriculum. Timetabling constraints constituted one of the main difficulties in further implementation. In addition, 22/28 medical schools had already fostered collaborative links with local radiology departments, with 18 of these expressing a wish for further cooperation. Of the remaining six schools without current collaboration, four would like to establish connections. CONCLUSION Compared with previous studies, this national survey shows a definite increase in radiological anatomy in medical school curricula with a stronger presence of radiologists in anatomy teaching. Despite this, most anatomy departments still express a desire to increase the radiological component in their courses.
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Davy S, O'Keeffe GW, Mahony N, Phelan N, Barry DS. A practical description and student perspective of the integration of radiology into lower limb musculoskeletal anatomy. Ir J Med Sci 2016; 186:409-417. [PMID: 27473576 DOI: 10.1007/s11845-016-1487-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2016] [Accepted: 07/26/2016] [Indexed: 10/21/2022]
Abstract
BACKGROUND Anatomy educators are increasing their utilisation of radiology in anatomy education in line with growing requirements for undergraduate radiology competency and clinical need. AIMS We aimed to evaluate student perceptions of radiology and to outline the technical and academic considerations underlying the integration of radiology into musculoskeletal practical anatomy sessions. MATERIALS AND METHODS The formal integration of radiology into anatomy practical sessions took place over a 5-week period during the lower limb musculoskeletal component of the anatomy course taught to first-year medical students. During practical sessions, students were required to rotate between aligned audio-visual radiology presentations, osteology/anatomical models, and prosection/dissection learning stations. After completing the course, students were invited to complete a survey to establish their opinions on radiology as a mode of learning and their satisfaction with radiological integration in anatomical practical sessions. RESULTS Most students were not familiar with radiology prior to attending our university. All our students agreed or strongly agreed that learning to read radiographs in anatomy is important and most agreed that radiology is a valid assessment tool. Sixty percent stated that radiology facilitated their understanding of anatomy. The majority believed that radiology was best suited to clinically relevant anatomy and X-rays were their preferred learning tool. CONCLUSIONS The practical approach to integrating radiology into undergraduate musculoskeletal anatomy described here did not place strain on existing academic resources. Most students agreed that radiology should be increased in anatomy education and that learning to understand radiographs in anatomy was important for clinical practice.
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Affiliation(s)
- S Davy
- Department of Anatomy, Trinity Biomedical Sciences Institute, Trinity College Dublin, The University of Dublin, Dublin 2, Ireland
| | - G W O'Keeffe
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - N Mahony
- Department of Anatomy, Trinity Biomedical Sciences Institute, Trinity College Dublin, The University of Dublin, Dublin 2, Ireland
| | - N Phelan
- Department of Anatomy, Trinity Biomedical Sciences Institute, Trinity College Dublin, The University of Dublin, Dublin 2, Ireland
| | - D S Barry
- Department of Anatomy, Trinity Biomedical Sciences Institute, Trinity College Dublin, The University of Dublin, Dublin 2, Ireland.
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Abed Rabbo F, Garrigues F, Lefèvre C, Seizeur R. Interactive anatomical teaching: Integrating radiological anatomy within topographic anatomy. Morphologie 2016; 100:17-23. [PMID: 26725524 DOI: 10.1016/j.morpho.2015.08.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2015] [Revised: 08/17/2015] [Accepted: 08/20/2015] [Indexed: 10/22/2022]
Abstract
INTRODUCTION Hours attributed to teaching anatomy have been reduced in medical curricula through out the world. In consequence, changes in anatomical curriculum as well as in teaching methods are becoming necessary. New methods of teaching are being evaluated. We present in the following paper an example of interactive anatomical teaching associating topographic anatomy with ultrasonographic radiological anatomy. The aim was to explicitly show anatomical structures of the knee and the ankle through dissection and ultrasonography. METHODS One cadaver was used as an ultrasonographic model and the other was dissected. Anatomy of the knee and ankle articulations was studied through dissection and ultrasonography. RESULTS The students were able to simultaneously assimilate both anatomical aspects of radiological and topographic anatomy. They found the teaching very helpful and practical. CONCLUSION This body of work provides example of a teaching method combining two important aspects of anatomy to help the students understand both aspects simultaneously.
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Affiliation(s)
- F Abed Rabbo
- Laboratoire d'anatomie, faculté de médecine, université de Brest, avenue Camille-Desmoulin, 29200 Brest, France; Laboratoire de traitement de l'information médicale, LaTIM UMR1101, CHRU Morvan, bâtiment 1, premier étage, 2, avenue Foch, 29609 cedex Brest, France; Service de neurochirurgie, pôle neurolocomoteur, hôpital Cavale-Blanche, CHRU de Brest, boulevard Tanguy-Prigent, 29200 Brest, France.
| | - F Garrigues
- Laboratoire d'anatomie, faculté de médecine, université de Brest, avenue Camille-Desmoulin, 29200 Brest, France; Service de radiologie, hôpital Cavale-Blanche, CHRU de Brest, boulevard Tanguy-Prigent, 29200 Brest, France
| | - C Lefèvre
- Laboratoire d'anatomie, faculté de médecine, université de Brest, avenue Camille-Desmoulin, 29200 Brest, France; Laboratoire de traitement de l'information médicale, LaTIM UMR1101, CHRU Morvan, bâtiment 1, premier étage, 2, avenue Foch, 29609 cedex Brest, France; Service d'orthopédie, hôpital Cavale-Blanche, CHRU de Brest, boulevard Tanguy-Prigent, 29200 Brest, France
| | - R Seizeur
- Laboratoire d'anatomie, faculté de médecine, université de Brest, avenue Camille-Desmoulin, 29200 Brest, France; Laboratoire de traitement de l'information médicale, LaTIM UMR1101, CHRU Morvan, bâtiment 1, premier étage, 2, avenue Foch, 29609 cedex Brest, France; Service de neurochirurgie, pôle neurolocomoteur, hôpital Cavale-Blanche, CHRU de Brest, boulevard Tanguy-Prigent, 29200 Brest, France
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Murphy KP, Crush L, O'Malley E, Daly FE, Twomey M, O'Tuathaigh CMP, Maher MM, Cryan JF, O'Connor OJ. Medical student perceptions of radiology use in anatomy teaching. ANATOMICAL SCIENCES EDUCATION 2015; 8:510-7. [PMID: 25516061 DOI: 10.1002/ase.1502] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2014] [Revised: 09/17/2014] [Accepted: 10/08/2014] [Indexed: 05/16/2023]
Abstract
The use of radiology in the teaching of anatomy to medical students is gaining in popularity; however, there is wide variation in how and when radiology is introduced into the curriculum. The authors sought to investigate students' perceptions regarding methods used to depict and teach anatomy and effects of integrated radiology instruction on students' abilities to correctly identify imaging modalities and anatomical structures on radiological images. First-year medical students completed questionnaires at the beginning and end of the first academic year that incorporated ten hours of radiologic anatomy teaching in the anatomy curriculum. Questions used a combination of Likert scales, rankings, and binary options. Students were tested on their ability to identify radiology modalities and anatomical structures on radiology images. Preresponse and postresponse rates were 93% (157/168) and 85% (136/160), respectively. Postmodule, 96.3% of students wanted the same or more radiology integration. Furthermore, 92.4% premodule and 96.2% postmodule agreed that "Radiology is important in medical undergraduate teaching." Modality and structure identification scores significantly increased from 59.8% to 64.3% (P < 0.001) and from 47.4% to 71.2% (P < 0.001), respectively. The top three preferred teaching formats premodule and postmodule were (1) anatomy laboratory instruction, (2) interactive sessions combining radiology with anatomy, and (3) anatomy lectures. Postmodule, 38.3% of students were comfortable reviewing radiology images. Students were positive about integrating radiology into anatomy teaching and most students wanted at least the same level of assimilation but that it is used as an adjunct rather than primary method of teaching anatomy.
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Affiliation(s)
- Kevin P Murphy
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
- Department of Radiology, University College Cork, Cork, Ireland
| | - Lee Crush
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
- Department of Radiology, University College Cork, Cork, Ireland
| | - Eoin O'Malley
- Department of Radiology, University College Cork, Cork, Ireland
| | - Fergus E Daly
- Department of Radiology, University College Cork, Cork, Ireland
| | - Maria Twomey
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
- Department of Radiology, University College Cork, Cork, Ireland
| | | | - Michael M Maher
- Department of Radiology, University College Cork, Cork, Ireland
| | - John F Cryan
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Owen J O'Connor
- Department of Radiology, University College Cork, Cork, Ireland
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Grignon B, Oldrini G, Walter F. Teaching medical anatomy: what is the role of imaging today? Surg Radiol Anat 2015; 38:253-60. [PMID: 26298830 DOI: 10.1007/s00276-015-1548-y] [Citation(s) in RCA: 42] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2015] [Accepted: 08/17/2015] [Indexed: 11/25/2022]
Abstract
PURPOSE Medical anatomy instruction has been an important issue of debate for many years and imaging anatomy has become an increasingly important component in the field, the role of which has not yet been clearly defined. The aim of the paper was to assess the current deployment of medical imaging in the teaching of anatomy by means of a review of the literature. MATERIALS A systematic search was performed using the electronic database PubMed, ScienceDirect and various publisher databases, with combinations of the relevant MeSH terms. A manual research was added. RESULTS In most academic curricula, imaging anatomy has been integrated as a part of anatomical education, taught using a very wide variety of strategies. Considerable variation in the time allocation, content and delivery of medical imaging in teaching human anatomy was identified. Given this considerable variation, an objective assessment remains quite difficult. DISCUSSION In most publications, students' perceptions regarding anatomical courses including imaging anatomy were investigated by means of questionnaires and, regardless of the method of teaching, it was globally concluded that imaging anatomy enhanced the quality and efficiency of instruction in human anatomy. More objective evaluation based on an increase in students' performance on course examinations or on specific tests performed before and after teaching sessions showed positive results in numerous cases, while mixed results were also indicated by other studies. CONCLUSION A relative standardization could be useful in improving the teaching of imaging anatomy, to facilitate its assessment and reinforce its effectiveness.
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Affiliation(s)
- Bruno Grignon
- Département d'Anatomie Faculté de Médecine Université de Lorraine, Service Imagerie Guilloz, CHU Nancy, 29 av de Lattre de Tassigny, 54035, Nancy Cedex, France.
| | - Guillaume Oldrini
- Service de Radiologie, Institut de Cancérologie de Lorraine, Vandoeuvre-Lès-Nancy, France
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Murakami T, Tajika Y, Ueno H, Awata S, Hirasawa S, Sugimoto M, Kominato Y, Tsushima Y, Endo K, Yorifuji H. An integrated teaching method of gross anatomy and computed tomography radiology. ANATOMICAL SCIENCES EDUCATION 2014; 7:438-449. [PMID: 24443310 DOI: 10.1002/ase.1430] [Citation(s) in RCA: 46] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2013] [Revised: 09/04/2013] [Accepted: 11/13/2013] [Indexed: 06/03/2023]
Abstract
It is essential for medical students to learn and comprehend human anatomy in three dimensions (3D). With this in mind, a new system was designed in order to integrate anatomical dissections with diagnostic computed tomography (CT) radiology. Cadavers were scanned by CT scanners, and students then consulted the postmortem CT images during cadaver dissection to gain a better understanding of 3D human anatomy and diagnostic radiology. Students used handheld digital imaging and communications in medicine viewers at the bench-side (OsiriX on iPod touch or iPad), which enabled "pixel-to-tissue" direct comparisons of CT images and cadavers. Students had lectures and workshops on diagnostic radiology, and they completed study assignments where they discussed findings in the anatomy laboratory compared with CT radiology findings. This teaching method for gross and radiological anatomy was used beginning in 2009, and it yielded strongly positive student perspectives and significant improvements in radiology skills in later clinical courses.
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Affiliation(s)
- Tohru Murakami
- Department of Anatomy, Gunma University Graduate School of Medicine, Maebashi, Japan
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Pathiraja F, Little D, Denison AR. Are radiologists the contemporary anatomists? Clin Radiol 2014; 69:458-61. [PMID: 24625694 DOI: 10.1016/j.crad.2014.01.014] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2013] [Revised: 01/02/2014] [Accepted: 01/16/2014] [Indexed: 10/25/2022]
Affiliation(s)
- Fiona Pathiraja
- Department of Radiology, The Whittington Hospital, Magdala Avenue, London N19 5NF, UK
| | - David Little
- University Hospitals Bristol NHS Trust, Bristol Royal Infirmary, Upper Maudlin Street, Bristol BS2 8HW, UK
| | - Alan R Denison
- Division of Medical and Dental Education, School of Medicine and Dentistry, University of Aberdeen, Lilian Sutton Building, Foresterhill, Aberdeen AB25 2ZD, UK.
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May H, Cohen H, Medlej B, Kornreich L, Peled N, Hershkovitz I. Computed tomography-enhanced anatomy course using enterprise visualization. ANATOMICAL SCIENCES EDUCATION 2013; 6:332-341. [PMID: 23401203 DOI: 10.1002/ase.1340] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2012] [Revised: 10/18/2012] [Accepted: 11/14/2012] [Indexed: 06/01/2023]
Abstract
Rapid changes in medical knowledge are forcing continuous adaptation of the basic science courses in medical schools. This article discusses a three-year experience developing a new Computed Tomography (CT)-based anatomy curriculum at the Sackler School of Medicine, Tel Aviv University, including describing the motivations and reasoning for the new curriculum, the CT-based learning system itself, practical examples of visual dissections, and student assessments of the new curriculum. At the heart of this new curriculum is the emphasis on studying anatomy by navigating inside the bodies of various living individuals utilizing a CT viewer. To assess the students' experience with the new CT-based learning method, an anonymous questionnaire was administered at the end of the course for three consecutive academic years: 2008/2009, 2009/2010, 2010/2011. Based upon the results, modifications were made to the curriculum in the summers of 2009 and 2010. Results showed that: (1) during these three years the number of students extensively using the CT system quadrupled (from 11% to 46%); (2) students' satisfaction from radiologists involvement increased by 150%; and (3) student appreciation of the CT-based learning method significantly increased (from 13% to 68%). It was concluded that discouraging results (mainly negative feedback from students) during the first years and a priori opposition from the teaching staff should not weaken efforts to develop new teaching methods in the field of anatomy. Incorporating a new curriculum requires time and patience. Student and staff satisfaction, along with utilization of the new system, will increase with the improvement of impeding factors.
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Affiliation(s)
- Hila May
- Department of Anatomy and Anthropology, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
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Machado JAD, Barbosa JMP, Ferreira MAD. Student perspectives of imaging anatomy in undergraduate medical education. ANATOMICAL SCIENCES EDUCATION 2013; 6:163-169. [PMID: 23139191 DOI: 10.1002/ase.1331] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2012] [Revised: 09/19/2012] [Accepted: 10/02/2012] [Indexed: 06/01/2023]
Abstract
Radiological imaging is gaining relevance in the acquisition of competencies in clinical anatomy. The aim of this study was to evaluate the perceptions of medical students on teaching/learning of imaging anatomy as an integrated part of anatomical education. A questionnaire was designed to evaluate the perceptions of second-year students participating in a clinical anatomy course over three consecutive academic years. A principal component analysis was used to evaluate the dimensionality of the questionnaire. The variables were summarized using frequencies, mean, median, 25th percentile, 75th percentile, minimum, and maximum. The results demonstrated that students felt the teaching of imaging anatomy influenced learning in the clinical anatomy course (mean = 4.5, median = 5.0) and subsequent clinical courses (mean = 4.4, median = 4.0). Regarding the imaging techniques used in the demonstration of anatomical structures, computed tomography (median = 5.0) and magnetic resonance imaging (median = 5.0) were highly rated. Students suggested the use of additional support material (37.6%) and favored a more practical approach. In conclusion, the results of this work highlight the value of imaging anatomy in learning human anatomy. Students' comments pointed out a need to focus teaching/learning programs toward a more practical rather than theoretical approach as well as a need to provide a better fit between sectional anatomy and clinical cases using imaging anatomy. In order to provide an optimal learning environment to students, it also seems important to create improved media material as an additional resource tool.
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Phillips AW, Smith SG, Straus CM. The role of radiology in preclinical anatomy: a critical review of the past, present, and future. Acad Radiol 2013; 20:297-304.e1. [PMID: 23452474 DOI: 10.1016/j.acra.2012.10.005] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2012] [Revised: 10/27/2012] [Accepted: 10/31/2012] [Indexed: 11/17/2022]
Abstract
RATIONALE AND OBJECTIVES Radiology has been an increasingly important component of preclinical anatomy instruction since the 1960s. The global status of medical imaging pedagogies and radiologists' roles in medical anatomy education is not well established but is important in determining the specialty's contribution to undergraduate medical education. MATERIALS AND METHODS PubMed was searched with various combinations of MeSH terms including "radiology," "undergraduate medical education," and "anatomy." Articles were reviewed for relevance, and referenced articles of possible relevance were hand-traced to ensure a wide capture of articles. RESULTS Although more medical schools around the world are using medical imaging to teach anatomy, some regions, such as the United States, show a decline in the proportion of imaging taught by radiologists. Lectures, small group discussions, and self-instruction remain the mainstay of current pedagogies and have witnessed dramatic changes over the past few decades with respect to the types of imaging used. Newer pedagogies use contextual and hands-on experiences to improve spatial and application principles. Qualitative and quantitative studies report somewhat mixed results of pedagogical efficacies but demonstrate generally high acceptance by students and instructors and often significant exam score improvement. Radiology as a specialty must overcome several challenges for it to become more involved in anatomy education, including teaching incentives and protected academic time. CONCLUSIONS As anatomy instruction and clinical medicine grow increasingly digital, it is ever more important that radiologists continue to develop new anatomy pedagogies and contribute to anatomy education in greater roles.
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Affiliation(s)
- Andrew W Phillips
- Pritzker School of Medicine, University of Chicago, 5841 S. Maryland Ave, MC 2026, Chicago, IL 60637, USA
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Jack A, Burbridge B. The Utilisation of Radiology for the Teaching of Anatomy in Canadian Medical Schools. Can Assoc Radiol J 2012; 63:160-4. [DOI: 10.1016/j.carj.2010.11.005] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2010] [Revised: 11/25/2010] [Accepted: 11/27/2010] [Indexed: 11/26/2022] Open
Abstract
Objective To determine the utilisation of diagnostic imaging (radiology) as a department and/or imaging medium in the teaching of anatomy at the Canadian undergraduate medical education level. Methods The study objectives were achieved through the use of a questionnaire and a literature review. The anatomy department head at each English-based Canadian Medical School was contacted, and the individual most responsible for anatomy teaching in the medical school curriculum was identified. This individual was subsequently asked to complete a questionnaire that evaluated the involvement of radiology for anatomy teaching in their curriculum. Results The use and integration of radiology is a common practice in the teaching of anatomy in Canadian undergraduate medicine. Although the methods and extent of its use varied among institutions, every English-based Canadian medical school, except one, was using diagnostic imaging material in their instruction of anatomy. Furthermore, half of the institutions had a radiologist as a faculty member of their anatomy department to help teach and to use imaging to its full potential. Discussion This audit of anatomy departments suggests that diagnostic imaging has an important role to play in anatomy teaching in Canadian English-speaking medical schools.
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Affiliation(s)
- Andrew Jack
- College of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | - Brent Burbridge
- Department of Medical Imaging, College of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
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Tedman RA, Alexander H, Massa H, Moses D. Student perception of a new integrated anatomy practical program: does students' prior learning make a difference? Clin Anat 2011; 24:664-70. [PMID: 21438022 DOI: 10.1002/ca.21180] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2010] [Revised: 01/31/2011] [Accepted: 02/20/2011] [Indexed: 11/10/2022]
Abstract
While there is evidence that science and non-science background students display small differences in performance in basic and clinical sciences, early in a 4-year, graduate entry medical program, this lessens with time. With respect to anatomy knowledge, there are no comparable data as to the impact previous anatomy experience has on the student perception of the anatomy practical learning environment. A study survey was designed to evaluate student perception of the anatomy practical program and its impact on student learning, for the initial cohort of a new medical school. The survey comprised 19 statements requiring a response using a 5-point Likert scale, in addition to a free text opportunity to provide opinion of the perceived educational value of the anatomy practical program. The response rate for a total cohort of 82 students was 89%. The anatomy practical program was highly valued by the students in aiding their learning of anatomy, as indicated by the high mean scores for all statements (range: 4.04-4.7). There was a significant difference between the students who had and had not studied a science course prior to entering medicine, with respect to statements that addressed aspects of the course related to its structure, organization, variety of resources, linkage to problem-based learning cases, and fairness of assessment. Nonscience students were more positive compared to those who had studied science before (P levels ranging from 0.004 to 0.035). Students less experienced in anatomy were more challenged in prioritizing core curricular knowledge. Clin. Anat. 24:664-670, 2011. © 2011 Wiley-Liss, Inc.
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Affiliation(s)
- R A Tedman
- School of Medicine, Griffith University, Gold Coast Campus, Queensland, Australia.
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Tam MDBS. Building virtual models by postprocessing radiology images: A guide for anatomy faculty. ANATOMICAL SCIENCES EDUCATION 2010; 3:261-266. [PMID: 20827725 DOI: 10.1002/ase.175] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Radiology and radiologists are recognized as increasingly valuable resources for the teaching and learning of anatomy. State-of-the-art radiology department workstations with industry-standard software applications can provide exquisite demonstrations of anatomy, pathology, and more recently, physiology. Similar advances in personal computers and increasingly available software can allow anatomy departments and their students to build their own three-dimensional virtual models. Appropriate selection of a data-set, followed by processing and presentation are the key steps in creating virtual models. The construction, presentation, clinical application, and educational potential of postprocessed imaging techniques including multiplanar reformats, minimum intensity projections, segmentation, volume-rendering, surface-rendering, fly-throughs, virtual endoscopy, angiography, and cine-loops are reviewed using examples created with only a personal computer and freeware software. Although only static images are presented in this article, further material is available online within the electronic version of this article. Through the use of basic and advanced image reconstruction and also paying attention to optimized presentation and integration, anatomy courses can be strengthened with appropriate radiological material. There are several key advantages for the anatomy department, which is equipped with the ability to produce virtual models using radiology images: (1) Opportunities to present anatomy using state-of-the-art technology as an adjunct to current practices, (2) a means to forge an improved relationship with the local radiology department, and (3) the ability to create material locally, which is integrated with the local curriculum avoiding the problem of information overload when using the internet or other commercially available resources.
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Affiliation(s)
- Matthew D B S Tam
- The Radiology Academy, Norfolk and Norwich University Hospital, Norwich, United Kingdom.
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Tam MDBS, Hart AR, Williams SM, Holland R, Heylings D, Leinster S. Evaluation of a computer program ('disect') to consolidate anatomy knowledge: a randomised-controlled trial. MEDICAL TEACHER 2010; 32:e138-e142. [PMID: 20218830 DOI: 10.3109/01421590903144110] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND The teaching of anatomy to medical undergraduates continues to develop. Medical imaging can accurately demonstrate anatomy. 'disect' is a computer program which manipulates and reconstructs real CT images in 3-D. AIM To implement and assess a novel computer-based imaging resource. METHODS Third-year undergraduate medical students at the University of East Anglia were randomised to different methods of delivering the program - either self-directed use or guided use with worksheets. Knowledge of gastro-intestinal anatomy was assessed using a 20-item test. Attitudes to using 'disect' were evaluated using Likert scales. RESULTS Most students reported the program was easy to use and a valuable resource for learning anatomy. There was no difference in scores between guided use and self-directed use (10.7 marks versus 10.6 marks, p = 0.52). Students who undertook the anatomy special study module, which involved dissection of the digestive system, performed best (12.8 marks versus 9.9 marks, p = 0.005). CONCLUSION Students can adequately use a computer program to see major anatomical structures derived from CT scans. Students reported that learning anatomy can be aided by the imaging-based resource. Learning anatomy is a multi-modal activity and packages like 'disect' can enhance learning by supplementing current teaching methods.
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Affiliation(s)
- M D B S Tam
- The Radiology Academy, The Norfolk and Norwich University Hospital NHS Trust, Norwich NR4 7UB, UK.
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Tam MDBS, Hart AR, Williams S, Heylings D, Leinster S. Is learning anatomy facilitated by computer-aided learning? A review of the literature. MEDICAL TEACHER 2009; 31:e393-e396. [PMID: 19811174 DOI: 10.1080/01421590802650092] [Citation(s) in RCA: 73] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND There is ongoing debate concerning the best way to teach anatomy. Computer-assisted learning (CAL) is one option for teaching anatomy and these resources are increasingly available. AIMS To assess the use of such resources in undergraduate medical student anatomy tuition. METHOD Literature review. RESULTS Eight quantitative studies were found and these tended to report favourably. Though these educational packages can show improvement in knowledge, the studies tended to cover small areas of anatomy or were assessed in short courses. There were also several assessments of learner's attitudes to CAL which tended to report favourably in terms of educational satisfaction and enjoyment. CONCLUSIONS There is insufficient evidence to show that these resources have a true place for replacing traditional methods in teaching anatomy. Further research should be conducted to determine how to use these resources in conjunction with current teaching methods or how their use can be integrated into the current anatomy curriculum.
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Affiliation(s)
- M D B S Tam
- The Radiology Academy, The Cotman Centre, The Norfolk and Norwich University Hospital, UK.
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Turmezei T, Tam M, Loughna S. A survey of medical students on the impact of a new digital imaging library in the dissection room. Clin Anat 2009; 22:761-9. [DOI: 10.1002/ca.20833] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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