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Palleiko BA, Maxfield MW, Czerniach DR, Cherng NB, Giannaris EL. A pilot study of robotic surgery case videos for first-year medical student anatomy. ANATOMICAL SCIENCES EDUCATION 2023; 16:884-891. [PMID: 37069377 DOI: 10.1002/ase.2283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 04/06/2023] [Accepted: 04/16/2023] [Indexed: 06/19/2023]
Abstract
There has been a recent shift in medical student anatomy education with greater incorporation of virtual resources. Multiple approaches to virtual anatomy resources have been described, but few involve video or images from surgical procedures. In this pilot study, a series of surgical case videos was created using robotic surgery video footage for a first-year medical student anatomy course. Five operations were included that covered thoracic, abdominal, and pelvic anatomy. Students were surveyed at the end of the course regarding their experience with the videos and their perceptions towards a surgical career. Overall, participants agreed that the videos were an effective learning tool, were useful regardless of career interest, and that in the future it would be useful to incorporate additional surgical case videos. Respondents highlighted the importance of audio narration with future videos and provided suggestions for future operations that they would like to see included. In summary, this pilot study describes the creation and implementation of a surgical video anatomy curriculum and student survey results suggest this may be an effective approach to video-based anatomy education for further curricular development.
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Affiliation(s)
- Benjamin A Palleiko
- School of Medicine, UMass Chan Medical School, Worcester, Massachusetts, USA
| | - Mark W Maxfield
- Department of Surgery, Division of Thoracic Surgery, UMass Chan Medical School, Worcester, Massachusetts, USA
| | - Donald R Czerniach
- Department of Surgery, Division of General, Bariatric, and Minimally Invasive Surgery, UMass Chan Medical School, Worcester, Massachusetts, USA
| | - Nicole B Cherng
- Department of Surgery, Division of General, Bariatric, and Minimally Invasive Surgery, UMass Chan Medical School, Worcester, Massachusetts, USA
| | - Eustathia Lela Giannaris
- Department of Radiology, Division of Translational Anatomy, UMass Chan Medical School, Worcester, Massachusetts, USA
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2
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Koh ZJ, Yeow M, Srinivasan DK, Ng YK, Ponnamperuma GG, Chong CS. A randomized trial comparing cadaveric dissection and examination of prosections as applied surgical anatomy teaching pedagogies. ANATOMICAL SCIENCES EDUCATION 2023; 16:57-70. [PMID: 34968002 DOI: 10.1002/ase.2166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 12/21/2021] [Accepted: 12/28/2021] [Indexed: 06/14/2023]
Abstract
Anatomy is an important component in the vertical integration of basic science and clinical practice. Two common pedagogies are cadaveric dissection and examination of prosected specimens. Comparative studies mostly evaluate their immediate effectiveness. A randomized controlled trial design was employed to compare both the immediate and long-term effectiveness of dissection and prosection. Eighty third-year medical students undergoing their surgical rotation from the Yong Loo Lin School of Medicine were randomized into two groups: dissection and prosection. Each participated in a one-day hands-on course following a similar outline that demonstrated surgical anatomy in the context of its clinical relevance. A pre-course test was conducted to establish baseline knowledge. A post-course test was conducted immediately after and at a one-year interval to evaluate learner outcome and knowledge retention. A post-course survey was conducted to assess participant perception. Thirty-nine and thirty-eight participants for the dissection and prosection groups, respectively, were included for analysis. There was no significant difference between mean pre-course test scores between the dissection and prosection groups [12.6 (3.47) vs. 12.7 (3.16), P > 0.05]. Both the mean immediate [27.9 (4.30) vs. 24.9 (4.25), P < 0.05] and 1 year [23.9 (4.15) vs. 19.9 (4.05), P < 0.05] post-course test scores were significantly higher in the dissection group. However, when adjusted for course duration [dissection group took longer than prosection group (mean 411 vs. 265 min)], these findings were negated. There is no conclusive evidence of either pedagogy being superior in teaching surgical anatomy. Based on learner surveys, dissection provides a greater learner experience.
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Affiliation(s)
- Zong Jie Koh
- Department of General Surgery, University Surgical Cluster, National University Health System, Singapore, Singapore
| | - Marcus Yeow
- Department of Internal Medicine, Singapore General Hospital, Singapore, Singapore
| | - Dinesh Kumar Srinivasan
- Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Yee Kong Ng
- Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Gominda G Ponnamperuma
- Department of Medical Education, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| | - Choon Seng Chong
- Division of Colorectal Surgery, Department of General Surgery, University Surgical Cluster, National University Health System, Singapore, Singapore
- Dean's office, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Ramirez MDJE, Nurmukhametov R, Musa G, Barrientos Castillo RE, Encarnacion VLA, Soriano Sanchez JA, Vazquez CA, Efe IE. Three-Dimensional Plastic Modeling on Bone Frames for Cost-Effective Neuroanatomy Teaching. Cureus 2022; 14:e27472. [PMID: 36060355 PMCID: PMC9421102 DOI: 10.7759/cureus.27472] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/29/2022] [Indexed: 11/05/2022] Open
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McCumber TL, Mott JL, Merani S, Rochling FA. Presentation of Preclinical Gastrointestinal Anatomy via Laparoscopic Simulation. Clin Anat 2022; 35:953-960. [PMID: 35527395 PMCID: PMC9540832 DOI: 10.1002/ca.23912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Revised: 05/02/2022] [Accepted: 05/06/2022] [Indexed: 11/25/2022]
Abstract
In this report, the authors examine the integration of teaching anatomical science with clinical implications in minimally invasive surgery. The authors hypothesized that implementation of integrated laparoscopic simulation during undergraduate medical education would improve student learning of anatomical structures from in situ, laparoscopic orientations; and subsequently improve student preparation for clinical rotations and clerkships. During the fall of 2020 and 2021, 260 (130 students/year) second year medical students at the University of Nebraska Medical Center participated in a six‐week gastrointestinal curriculum. Following a traditional anatomy dissection experience, students completed a laparoscopic event consisting of narrated laparoscopic videos and hands‐on laparoscopic simulation. To examine the integrated curricular event, outcome measures focused on technical performance using grasping forceps, anatomical knowledge, and perception of the educational innovation. Outcomes were analyzed via timed performance and a pre and post assessment that was designed to assess student anatomical knowledge and perception. Completion of the technical performance assessment ranged from 1 min, 17 s to 6 min. Student knowledge of anatomical structures from in situ, laparoscopic orientations following the laparoscopic simulation sessions was significantly improved (53.3% pre vs 81.0% post), and almost all students (98.9%) agreed that the simulation sessions improved their understanding of laparoscopic anatomy and procedures. This report demonstrates the implementation of a multidisciplinary, integrated simulation that satisfied basic science anatomy teaching objectives, while enhancing student enthusiasm for the content. Future studies will examine the subsequent impact of the innovation on student preparedness for clinical rotations and clerkships.
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Affiliation(s)
- Travis L. McCumber
- Department of Genetics, Cell Biology, and Anatomy University of Nebraska Medical Center Omaha Nebraska
| | - Justin L. Mott
- Department of Biochemistry and Molecular Biology, Fred & Pamela Buffet Cancer Center University of Nebraska Medical Center Omaha Nebraska
| | - Shaheed Merani
- Department of Surgery, Division of Transplantation University of Nebraska Medical Center Omaha Nebraska
| | - Fedja A. Rochling
- Department of Internal Medicine, Division of Gastroenterology and Hepatology University of Nebraska Medical Center Omaha Nebraska
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Chumbley SD, Devaraj VS, Mattick K. An Approach to Economic Evaluation in Undergraduate Anatomy Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:171-183. [PMID: 32745338 DOI: 10.1002/ase.2008] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2020] [Revised: 07/22/2020] [Accepted: 07/25/2020] [Indexed: 06/11/2023]
Abstract
Medical education research is becoming increasingly concerned with the value (defined as "educational outcomes per dollar spent") of different teaching approaches. However, the financial costs of various approaches to teaching anatomy are under-researched, making evidence-based comparisons of the value of different teaching approaches impossible. Therefore, the aims of this study were to report the cost of six popular anatomy teaching methods through a specific, yet generalizable approach, and to demonstrate a process in which these results can be used in conjunction with existing effectiveness data to undertake an economic evaluation. A cost analysis was conducted to report the direct and indirect costs of six anatomy teaching methods, using an established approach to cost-reporting. The financial information was then combined with previously published information about the effectiveness of these six teaching methods in increasing anatomy knowledge, thereby demonstrating how estimations of value can be made. Dissection was reported as the most expensive teaching approach and computer aided instruction/learning (CAI/L) was the least, based on an estimation of total cost per student per year and assuming a student cohort size of just over 1,000 (the United Kingdom average). The demonstrated approach to economic evaluation suggested computer aided instruction/learning as the approach that provided the most value, in terms of education outcomes per dollar spent. The study concludes by suggesting that future medical education research should incorporate substantially greater consideration of cost, in order to draw important conclusions about value for learners.
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Affiliation(s)
- Samuel D Chumbley
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Devon, United Kingdom
| | - Vikram S Devaraj
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Devon, United Kingdom
| | - Karen Mattick
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Devon, United Kingdom
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Marom A. The Birth, Death, and Renaissance (?) of Dissection: A Critique of Anatomy Teaching With-or Without-the Human Body. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:999-1005. [PMID: 31764082 DOI: 10.1097/acm.0000000000003090] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
A riveting debate regarding the fate of dissection, the classical method of anatomy, is sweeping through medical academia, as imaging tools gain a greater foothold in anatomy teaching programs. This Perspective does not aim to grapple with the question of "how should anatomy be taught" but rather to explain why the transformation of anatomical education is taking place by situating these developments in the broader philosophical context of modern medicine, offered by Michel Foucault's The Birth of the Clinic: An Archaeology of Medical Perception. Emphasizing the body's crucial role in the epistemological change in medical practice in the early 19th century, Foucault coined the term "medical gaze" to denote the doctor's observation of the patient's body in search of signs of disease. Within this new systematic perception of disease, which brought about the anatomo-clinical method, the clinical gaze thus embraced the study of the body via dissection. The author contends that the introduction of medical imaging into the diagnostic process has resulted in a shift in the focus of the clinical gaze from the body to its medical image and that this process is mirrored in anatomy by its discarding of the cadaver. Given the fundamental differences between the phenomenology of the body and its medical image, the author suggests that when using medical images in medical schools and teaching hospitals, one teaches, at the very least, a new kind of anatomy. Foucault's analysis of the painting The Treachery of Images by Réne Magritte lends some support to the ideas presented here.
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Affiliation(s)
- Assaf Marom
- A. Marom is head of anatomy education, The Ruth and Bruce Rappaport Faculty of Medicine, Technion-Israel Institute of Technology, Haifa, Israel; ORCID: https://orcid.org/0000-0003-0537-4661
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Barry DS, Dent JM, Hankin M, Moyer D, Shah NL, Tuskey A, Soukoulis V. The Clinical Anatomy and Imaging Laboratory: Vertical Integration in the Preclerkship Curriculum. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2019; 15:10824. [PMID: 31161136 PMCID: PMC6543925 DOI: 10.15766/mep_2374-8265.10824] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/03/2018] [Accepted: 03/29/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION As medical schools implement integrated curricula, anatomy education especially has experienced increased pressure to make foundational content clinically relevant. We designed a novel type of integrative anatomy laboratory experience where students could use foundational anatomy concepts in concert with modern imaging/diagnostic techniques to enhance important clinical concepts. METHODS We selected a process called Lesson Study to develop the multidisciplinary Clinical Anatomy and Imaging Laboratory (CAIL) in the cardiovascular and gastrointestinal systems. We utilized soft-embalmed cadavers extensively for their highly realistic tissue appearance and texture, which allowed instructors and students to perform a wide array of procedures in case-based scenarios similar to practicing clinicians. We conducted field observations of participating students, focus-group discussions, and knowledge-based exams to examine efficacy of the CAIL. RESULTS Approximately 150 first- and second-year students participated in each of the CAIL activities on an annual basis. Most focus-group participants felt the CAIL was a great learning experience. They commented on how the lab provided relevance to anatomy knowledge and helped integrate prior classroom learning more deeply. Instructors noted that students asked more advanced, clinically relevant questions than in a typical anatomy lab. Knowledge improved significantly after the CAIL, although it is unclear if this translates to summative exams. DISCUSSION The CAIL creates a unique learning experience where students use prior foundational anatomy knowledge in conjunction with modern imaging and diagnostic techniques to reinforce important clinical concepts. We have continued to integrate CAIL experiences into more clinical systems in our medical school curriculum.
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Affiliation(s)
- Deborah S. Barry
- Assistant Professor, Medical Education, University of Virginia School of Medicine
| | - John M. Dent
- Professor, Medicine: Division of Cardiovascular Medicine, University of Virginia School of Medicine
| | - Mark Hankin
- Professor, Medical Education, University of Virginia School of Medicine
| | - David Moyer
- Assistant Professor, Medical Education, University of Virginia School of Medicine
- Director of Anatomy, Medical Education, University of Virginia School of Medicine
| | - Neeral L. Shah
- Associate Professor, Medicine: Division of Gastroenterology and Hepatology, University of Virginia School of Medicine
| | - Anne Tuskey
- Associate Professor, Medicine: Division of Gastroenterology and Hepatology, University of Virginia School of Medicine
| | - Victor Soukoulis
- Professor, Medicine: Division of Cardiovascular Medicine, University of Virginia School of Medicine
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Isaacson D, Green C, Topp K, O'Sullivan P, Kim E. Guided Laparoscopic Video Tutorials for Medical Student Instruction in Abdominal Anatomy. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2017; 13:10559. [PMID: 30800761 PMCID: PMC6342516 DOI: 10.15766/mep_2374-8265.10559] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2016] [Accepted: 03/05/2017] [Indexed: 06/09/2023]
Abstract
INTRODUCTION As technological advances present new forms of media to anatomy educators involved in medical education, there is opportunity to expand on traditional dissection of embalmed cadavers. At the University of California, San Francisco School of Medicine, the surgery and anatomy departments collaborated to create guided video tutorials using laparoscopic surgical footage to teach the anatomy of the lesser sac and gastroesophageal junction. METHODS These tutorials are instructional adjuncts to a laparoscopy session on fresh cadavers with first-year medical students. Students view the videos on their own before attending the anatomy lab. The anatomy lab includes six 30-minute sessions, in which approximately 22 students at a time leave their cadaver lab to participate in this laparoscopy session taught by colorectal surgeons and general surgery residents. RESULTS Learner interest and satisfaction was measured through a postsession survey. Nearly all respondents indicated that the videos helped them learn the anatomy of the gastroesophageal junction and lesser sac, and were a valuable addition to dissection of embalmed cadavers. A second session was conducted with first-year medical students in which a pretest and posttest were administered before and after a screening of the tutorial on the gastroesophageal junction. Learners' average scores on the test improved from 39% to 88% after watching the video. DISCUSSION These data indicate that learners appreciate the incorporation of laparoscopy and video tutorials into anatomy education. These data further corroborate the measures of student enthusiasm, and support the value of the tutorials in short-term acquisition of anatomic knowledge.
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Affiliation(s)
- Dylan Isaacson
- Fourth-year Medical Student, University of California, San Francisco, School of Medicine
| | - Courtney Green
- Surgical Resident, Department of Surgery, University of California, San Francisco, School of Medicine
| | - Kimberly Topp
- Professor, Department of Anatomy, University of California, San Francisco, School of Medicine
- Chair of the Department of Physical Therapy and Rehabilitation Science, University of California, San Francisco, School of Medicine
| | - Patricia O'Sullivan
- Professor, Department of Medicine, University of California, San Francisco, School of Medicine
- Director of Research and Development in Medical Education, Center for Faculty Educators, University of California, San Francisco, School of Medicine
| | - Edward Kim
- Associate Professor, Department of Surgery, University of California, San Francisco, School of Medicine
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Losco CD, Grant WD, Armson A, Meyer AJ, Walker BF. Effective methods of teaching and learning in anatomy as a basic science: A BEME systematic review: BEME guide no. 44. MEDICAL TEACHER 2017; 39:234-243. [PMID: 28129720 DOI: 10.1080/0142159x.2016.1271944] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
BACKGROUND Anatomy is a subject essential to medical practice, yet time committed to teaching is on the decline, and resources required to teach anatomy is costly, particularly dissection. Advances in technology are a potential solution to the problem, while maintaining the quality of teaching required for eventual clinical application. AIM To identify methods used to teach anatomy, including those demonstrated to enhance knowledge acquisition and retention. METHODS PubMed, CINAHL, ERIC, Academic OneFile, ProQuest, SAGE journals and Scopus were search from the earliest entry of each database to 31 August 2015. All included articles were assessed for methodological quality and low quality articles were excluded from the study. Studies were evaluated by assessment scores, qualitative outcomes where included as well as a modified Kirkpatrick model. RESULTS A total of 17,820 articles were initially identified, with 29 included in the review. The review found a wide variety of teaching interventions represented in the range of studies, with CAI/CAL studies predominating in terms of teaching interventions, followed by simulation. In addition to this, CAI/CAL and simulation studies demonstrated better results overall compared to traditional teaching methods and there is evidence to support CAI/CAL as a partial replacement for dissection or a valuable tool in conjunction with dissection. CONCLUSIONS This review provides evidence in support of the use of alternatives to traditional teaching methods in anatomy, in particular, the use of CAI/CAL with a number of high quality, low risk of bias studies supporting this.
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Affiliation(s)
- C Dominique Losco
- a School of Health Professions , Murdoch University , Perth , Australia
| | | | - Anthony Armson
- a School of Health Professions , Murdoch University , Perth , Australia
| | - Amanda J Meyer
- a School of Health Professions , Murdoch University , Perth , Australia
| | - Bruce F Walker
- a School of Health Professions , Murdoch University , Perth , Australia
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3D Anatomy Models and Impact on Learning: A Review of the Quality of the Literature. HEALTH PROFESSIONS EDUCATION 2016. [DOI: 10.1016/j.hpe.2016.05.002] [Citation(s) in RCA: 84] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023] Open
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Huri E, Ezer M, Chan E. The novel laparoscopic training 3D model in urology with surgical anatomic remarks: Fresh-frozen cadaveric tissue. Turk J Urol 2016; 42:224-229. [PMID: 27909613 DOI: 10.5152/tud.2016.84770] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Laparoscopic surgery is routinely used to treat many urological conditions and it is the gold standard treatment option for many surgeries such as radical nephrectomy. Due to the difficulty of learning, laparoscopic training should start outside the operating room. Although it is a very different model of laparoscopic training; the aim of this review is to show the value of human cadaveric model for laparoscopic training and present our experience in this area. Fresh frozen cadaveric model in laparoscopic training, dry lab, cadaveric model, animal models and computer based simulators are the most commonly used models for laparoscopic training. Cadaveric models mimic the live setting better than animal models. Also, it is the best way in demonstrating important anatomic landmarks like prostate, bladder, and pelvic lymph nodes templates. However, cadaveric training is expensive, and should be used by multiple disciplines for higher efficiency. The laparosopic cadaveric training starts with didactic lectures with introduction of pelvic surgical anatomy. It is followed by hands-on dissection. A typical pelvic dissection part can be completed in 6 hours. Surgical robot and some laparoscopy platforms are equipped with 3-D vision. In recent years, we have use the stereoscopic laparoscopy system for training purposes to show exact anatomic landmarks. Cadavers are removed from their containers 3 to 5 days prior to training session to allow enough time for thawing. Intracorporeal suturing is an important part of laparoscopic training. We believe that suturing must be practiced in the dry lab, which is significantly cheaper than cadaveric models. Cadaveric training model should focus on the anatomic dissection instead. In conclusion, fresh-frozen cadaveric sample is one of the best 3D simulation models for laparoscopic training purposes. Major aim of cadaveric training is not only mimicking the surgical technique but also teaching true anatomy. Lack of availability and higher financial cost are the two setbacks for the use of cadavers. Surgeon should learn basic laparoscopic skills with box trainers prior to cadaveric skill training.
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Affiliation(s)
- Emre Huri
- Department of Urology, Hacettepe University School of Medicine, Ankara, Turkey
| | - Mehmet Ezer
- Department of Urology, Hacettepe University School of Medicine, Ankara, Turkey
| | - Eddie Chan
- Urology Department, Chinese University of Hong Kong School of Medicine, Hong Kong
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Klitsie PJ, ten Brinke B, Timman R, Busschbach JJV, Theeuwes HP, Lange JF, Kleinrensink GJ. Training for endoscopic surgical procedures should be performed in the dissection room: a randomized study. Surg Endosc 2016; 31:1754-1759. [DOI: 10.1007/s00464-016-5168-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2016] [Accepted: 07/30/2016] [Indexed: 10/21/2022]
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McNulty MA, Stevens-Sparks C, Taboada J, Daniel A, Lazarus MD. An anatomy precourse enhances student learning in veterinary anatomy. ANATOMICAL SCIENCES EDUCATION 2016; 9:344-356. [PMID: 26669269 DOI: 10.1002/ase.1590] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2015] [Revised: 11/18/2015] [Accepted: 11/19/2015] [Indexed: 06/05/2023]
Abstract
Veterinary anatomy is often a source of trepidation for many students. Currently professional veterinary programs, similar to medical curricula, within the United States have no admission requirements for anatomy as a prerequisite course. The purpose of the current study was to evaluate the impact of a week-long precourse in veterinary anatomy on both objective student performance and subjective student perceptions of the precourse educational methods. Incoming first year veterinary students in the Louisiana State University School of Veterinary Medicine professional curriculum were asked to participate in a free precourse before the start of the semester, covering the musculoskeletal structures of the canine thoracic limb. Students learned the material either via dissection only, instructor-led demonstrations only, or a combination of both techniques. Outcome measures included student performance on examinations throughout the first anatomy course of the professional curriculum as compared with those who did not participate in the precourse. This study found that those who participated in the precourse did significantly better on examinations within the professional anatomy course compared with those who did not participate. Notably, this significant improvement was also identified on the examination where both groups were exposed to the material for the first time together, indicating that exposure to a small portion of veterinary anatomy can impact learning of anatomical structures beyond the immediate scope of the material previously learned. Subjective data evaluation indicated that the precourse was well received and students preferred guided learning via demonstrations in addition to dissection as opposed to either method alone. Anat Sci Educ 9: 344-356. © 2015 American Association of Anatomists.
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Affiliation(s)
- Margaret A McNulty
- Department of Comparative Biomedical Sciences, Louisiana State University School of Veterinary Medicine, Baton Rouge, Louisiana
| | - Cathryn Stevens-Sparks
- Department of Comparative Biomedical Sciences, Louisiana State University School of Veterinary Medicine, Baton Rouge, Louisiana
| | - Joseph Taboada
- Department of Veterinary Clinical Sciences, Louisiana State University School of Veterinary Medicine, Baton Rouge, Louisiana
| | - Annie Daniel
- Department of Veterinary Clinical Sciences, Louisiana State University School of Veterinary Medicine, Baton Rouge, Louisiana
| | - Michelle D Lazarus
- Department of Anatomy and Developmental Biology, Center for Human Anatomy Education, Monash University, Melbourne, Victoria, Australia
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Chapman SJ, Hakeem AR. Undergraduate anatomy teaching: evaluations and conclusions. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2015; 90:399. [PMID: 25803414 DOI: 10.1097/acm.0000000000000670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Affiliation(s)
- Stephen J Chapman
- Academic foundation doctor, Yorkshire and the Humber Deanery, Leeds, United Kingdom; . Specialty registrar, Cambridge University Hospitals Foundation Trust, Cambridge, United Kingdom
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