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Liang CG, Matsunaga M, Takakusagi M, DeMeo J, Thompson JD, Rettenmeier C, Aytaç G, Lee UY, Lozanoff S. A comparison of pre- and post-clinical education learning preferences among medical students who elected to dissect compared to those who did not during the COVID-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2024; 17:396-412. [PMID: 38053470 DOI: 10.1002/ase.2362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Revised: 11/09/2023] [Accepted: 11/13/2023] [Indexed: 12/07/2023]
Abstract
Anatomy instructional methods varied widely during the COVID-19 pandemic and programs are assessing innovations for retention. Learning preferences were assessed among medical students dichotomized as elective dissectors (ED) or non-dissectors (ND) during the COVID-19 partial re-opening in 2020 (preclinical) and again in 2022 after clinical exposure (post-clinical) to assess the viability of elective dissection post-pandemic. A mixed-method approach was used for the assessment of test scores, learning preference surveys, learning activities rankings, and thematic analyses. No significant differences occurred in anatomy examination scores. Dissection was considered useful by both preclinical groups but significantly more so by ED, while the presence of an instructor was significantly preferred by ED although a majority of ND agreed. Elective dissection was significantly preferred by ND but also by a large minority of ED students. Pre- and post-clinical ND believed that elective dissection offered more academic flexibility, did not hinder clinical learning, and did not negatively impact medical education. The corresponding ED stated that confidence improved, clinical experiences were enhanced, and dissection was irreplaceable. Preclinical ND preferred self-learning, while ED students preferred online learning, but these differences largely disappeared post-clinically. Learning activity rankings were not significantly different among all groups (ND, ED, preclinical, and post-clinical). A hybrid laboratory with a virtual learning environment ranked highest across groups and preferences increased over time suggesting that students benefited from this instructional method during clinical exposure. The absence of laboratory experience ranked lowest, and preference decreased over time suggesting that anatomy dissection is valued.
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Affiliation(s)
- Collin G Liang
- John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Masako Matsunaga
- Department of Quantitative Health Sciences, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Melia Takakusagi
- John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - J DeMeo
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
- Defense POW/MIA Accounting Agency, Joint Base Pearl Harbor-Hickam, Honolulu, Hawaii, USA
| | - Jesse D Thompson
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Christoph Rettenmeier
- University of Hawai'i/Queens's Medical Center (UH/QMC) MRI Research Center, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Güneş Aytaç
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - U-Young Lee
- Department of Anatomy, Faculty of Basic Medical Sciences, College of Medicine, Catholic University of Korea, Seoul, Korea
| | - Scott Lozanoff
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
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HadaviBavili P, İlçioğlu K. Artwork in anatomy education: A way to improve undergraduate students' self-efficacy and attitude. ANATOMICAL SCIENCES EDUCATION 2024; 17:66-76. [PMID: 37933725 DOI: 10.1002/ase.2352] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Revised: 10/07/2023] [Accepted: 10/17/2023] [Indexed: 11/08/2023]
Abstract
Anatomy is one of the leading subjects in health science, and students need a strong anatomy background in these fields. Traditional lecturer-oriented anatomy education is based predominantly on passive learning methods. In recent years, alternative educational methods like hands-on art and 3D atlas-based education methods have become more popular as competitive alternatives to traditional approaches. This is a prospective, randomized, longitudinal, interventional study, and a total of 181 undergraduate students participated in this study. A comparative design was used with two groups: Artwork and Atlas. This study aims to evaluate the effectiveness of creative and artistic approaches in improving undergraduate students' attitudes and self-efficacy toward anatomy courses. A Pearson correlation, an independent t-test, and a paired t-test were used to analyze the results. Both groups experienced a negative mean score on the anatomy self-efficacy scale, suggesting an increase in anatomy self-efficacy, and showed significant self-efficacy improvements (p < 0.005). An independent t-test analysis found no statistically significant difference between the Atlas group and the Artwork group on the anatomy self-efficacy scales (pretest and posttest) and the anatomy attitudes scale (p > 0.005). Artwork-based education and learning methods can be used as active learning methods to improve students' self-efficacy toward anatomy. This method allows learners to employ their creative abilities in order to express their ideas visually, making complex concepts easier to comprehend. It can also help students develop practical, problem-solving, critical thinking, and teamwork skills. It is cost-effective and engaging since it does not need any expensive equipment.
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Affiliation(s)
- Parisa HadaviBavili
- Faculty of Health Sciences, Department of Midwifery, Sakarya University, Sakarya, Turkey
- Department of Midwifery, Institute of Health Science, Sakarya University, Sakarya, Turkey
| | - Kevser İlçioğlu
- Faculty of Health Sciences, Department of Nursing/Obstetrics and Gynaecology Nursing, Sakarya University, Sakarya, Turkey
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Abstract
Aims: The aim of this study was to investigate the association between personality traits and attitudes toward learning communication skills in undergraduate medical students. The relation between students’ attitudes and personality trait could help us identify those who those who will need more support to develop communication skills, based on their personality traits.Methods: The data was collected data from an intentional and cross-sectional sample composed of 204 students from three Brazilian universities. The students answered questionnaires containing the Communication Skills Attitude Scale (CSAS-BR) and the Big Five Mini-Markers (BFMM) for personality. Data were analyzed using frequency calculations, principal components analysis, and the multiple linear regression model.Results: Seven among 26 items of the original Communication Skills Attitude Scale (CSAS) presented factor loads lower than |0.30| and must be excluded in the CSAS -BR that showed one domain including positive and negative attitudes. The value of Cronbach’s alpha of the 19-item scale was 0.894. The BFMM showed similar dimensional results with five domains with Cronbach’s alpha values of 0.804 for Extroversion, 0.753 for agreeableness, 0.755 for conscientiousness, 0.780 for neuroticism and 0.668 for openness. There were positive and statically significant linear associations with the CSAS-BR and agreeableness (β: 0.230, p<0.001), extraversion (β: 0.150, p=0.030), and openness to experience (β: 0.190, p=0.010). These personality factors drive social interactions and interpersonal relations, which involve the tendency to be friendly, flexible, and cooperative; to show a willing disposition; and the ability to actively engage with others. Conclusions: Based on the methods applied in this study, the results demonstrated a relation between agreeableness, extraversion and openness to experience with attitudes on communication skills in students from three Brazilian universities. Our results suggest that the evaluation of personality traits can contribute to the recognition of students for whom the establishment of special teaching strategies can improve communication skills.
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Childs-Kean L, Edwards M, Smith MD. Use of Personality Frameworks in Health Science Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7231. [PMID: 32934378 PMCID: PMC7473231 DOI: 10.5688/ajpe7231] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2018] [Accepted: 02/24/2020] [Indexed: 06/11/2023]
Abstract
Objectives. To review the use of personality frameworks by educators as a tool to increase self-awareness in health professions students. Findings. After screening titles, abstracts, and/or the full text of the 415 articles identified in an initial search, 71 articles involving personality frameworks were included in the study. Several different personality frameworks, including the Five-Factor Model, Myers-Briggs Type Indicator, the Rational Experiential Inventory, and the CliftonStrengths assessment, were used in various health science education disciplines, including medicine, nursing, and pharmacy. Most publications were descriptive in nature and only reported on the personality attributes of the given research cohort. Some studies correlated personality framework results with either learning or non-cognitive outcomes. Very few studies described using personality frameworks as a tool for self-awareness and growth. Summary. While some personality frameworks have been used in health science education for multiple purposes, there is currently a lack of published evidence documenting the use of these frameworks for self-awareness in students.
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Affiliation(s)
| | - Mary Edwards
- University of Florida, Health Science Center Libraries, Gainesville, Florida
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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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Romo-Barrientos C, Criado-Álvarez JJ, González-González J, Ubeda-Bañon I, Flores-Cuadrado A, Saiz-Sánchez D, Viñuela A, Martin-Conty JL, Simón T, Martinez-Marcos A, Mohedano-Moriano A. Anxiety levels among health sciences students during their first visit to the dissection room. BMC MEDICAL EDUCATION 2020; 20:109. [PMID: 32272926 PMCID: PMC7146885 DOI: 10.1186/s12909-020-02027-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2019] [Accepted: 03/30/2020] [Indexed: 05/25/2023]
Abstract
BACKGROUND The teaching of human anatomy is often based on practices of cadaver dissection and prosected specimens. However, exposure to human cadavers might be stressful and anxiety-inducing for students. The aim of this study is to explore the degree of satisfaction and anxiety among first-year students in the Medicine, Occupational Therapy, Speech Therapy and Nursing programmes at the Universidad de Castilla-La Mancha (Spain) who are experiencing their first dissection/prosection practice to develop stress coping strategies. METHODS A total of 204 health sciences students participated in this study. The State-Trait Anxiety Inventory was used to evaluate anxiety. RESULTS 'State Anxiety' (SA) decreased significantly throughout the course (p < 0.05), from 20.7 ± 19.29 to 13.7 ± 11.65 points. Statistical differences (p < 0.05) in SA were found between the different health sciences, and pre-practice SA was significantly different from post-practice SA. The students with the highest pre-practice SA levels were nursing students (31.8 ± 33.7 points), but medical students had the highest post-practice SA levels (18.4 ± 12.82 points). CONCLUSIONS Although students were satisfied with dissection practices (96.8% of them recommended that the practices be retained for future courses), the experience can provoke stressful responses that must be addressed using advanced preparation and coping mechanisms, especially among medical and nursing students.
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Affiliation(s)
- Carmen Romo-Barrientos
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
| | - Juan José Criado-Álvarez
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Avenida Real Fábrica de las Sedas, s/n 45600 Talavera de la Reina, Toledo, Spain
| | - Jaime González-González
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Avenida Real Fábrica de las Sedas, s/n 45600 Talavera de la Reina, Toledo, Spain
| | - Isabel Ubeda-Bañon
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Flores-Cuadrado
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Daniel Saiz-Sánchez
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Antonio Viñuela
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Jose Luis Martin-Conty
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Teresa Simón
- Department of Psychology, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Alino Martinez-Marcos
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Mohedano-Moriano
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Avenida Real Fábrica de las Sedas, s/n 45600 Talavera de la Reina, Toledo, Spain
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Wilson AB, Notebaert AJ, Schaefer AF, Moxham BJ, Stephens S, Mueller C, Lazarus MD, Katrikh AZ, Brooks WS. A Look at the Anatomy Educator Job Market: Anatomists Remain in Short Supply. ANATOMICAL SCIENCES EDUCATION 2020; 13:91-101. [PMID: 31095899 DOI: 10.1002/ase.1895] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2019] [Revised: 04/19/2019] [Accepted: 05/11/2019] [Indexed: 06/09/2023]
Abstract
In 2002, a widely publicized report projected an anatomy educator shortage based on department chairpersons' perceptions. Now, 17 years later, the question lingers: "Does an anatomy educator shortage persist and, if so, how severe is the shortage?" Trends in the number, type, and fill rate of anatomy educator job openings were explored by analyzing job posting in the United States over the past two years. A survey was distributed to leaders of anatomy-related departments in the United States, Canada, and European Union. Most departmental leaders who responded (65% or more) from the United States/Canada (n = 81) and the European Union (n = 52) anticipate they will have "moderate" to "great" difficulty hiring anatomy educators in gross anatomy, histology, and embryology over the next five years. Within the United States, the number of anatomy educator job postings at medical schools more than doubled from at least 21 postings in 2017 to 52 postings in 2018. Twenty-one percent of postings between 2017 and 2018 were never filled. While the number of anatomy educator openings within the United States/Canada is perceived to remain in a steady state for the next five years, the European Union estimates a five-fold increase in the number of openings. Departmental leaders prioritize anatomy educator applicants who have teaching experience (mean ± SD = 4.64 ± 0.84 on five-point Likert scale), versatility in teaching multiple anatomy disciplines (3.93 ± 1.07), and flexibility in implementing various teaching pedagogies (3.69 ± 1.17). Collectively, these data suggest the shortage of anatomy educators continues in the United States/Canada and the European Union.
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Affiliation(s)
- Adam B Wilson
- Department of Cell and Molecular Medicine, Rush University, Chicago, Illinois
| | - Andrew J Notebaert
- Department of Neurobiology and Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi
| | - Audra F Schaefer
- Department of Neurobiology and Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi
- Department of Biology, College of Liberal Arts, The University of Mississippi, Oxford, Mississippi
| | - Bernard J Moxham
- School of Biosciences, Cardiff University, Cardiff, Wales, United Kingdom
| | - Shiby Stephens
- School of Biosciences, Cardiff University, Cardiff, Wales, United Kingdom
| | - Caroline Mueller
- Department of Neurobiology and Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi
| | - Michelle D Lazarus
- Monash Centre for Human Anatomy Education and Monash Centre for Scholarship in Health Education, Department of Anatomy and Developmental Biology, Monash University, Clayton, Victoria, Australia
| | | | - Williams S Brooks
- Department of Cell, Developmental, and Integrative Biology, School of Medicine, University of Alabama at Birmingham, Birmingham, Alabama
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Lin C, Gao J, Zheng H, Zhao J, Yang H, Zheng Y, Cao Y, Chen Y, Wu G, Lin G, Yu J, Li H, Pan H, Liao Q, Zhao Y. When to Introduce Three-Dimensional Visualization Technology into Surgical Residency: A Randomized Controlled Trial. J Med Syst 2019; 43:71. [PMID: 30739210 PMCID: PMC6373307 DOI: 10.1007/s10916-019-1157-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Accepted: 01/08/2019] [Indexed: 11/04/2022]
Abstract
Three-dimensional (3D) reconstructed images have been increasingly applied for medical education. Although many studies have described the benefits of such applications, the best time to introduce 3D technology into surgical training has not been determined. Therefore, we conducted a randomized study to determine a suitable period for the introduction of this technology. Seventy-one surgical residents were randomized into 2 groups (two-dimensional computed tomography (CT) group and 3D image group), and they completed a test on anatomy and imaging as well as a questionnaire. Post-graduate year 1 (PGY1) residents in the 3D group performed significantly better than those in the CT group, although the third-year residents did not present significant differences in either the score or the time spent answering the questions. Although residents in different years of training held different attitudes toward the difficulty of anatomy and imaging learning, they all showed a high level of acceptance of the 3D training. This study revealed that 3D images improved the junior residents’ performance in imaging reasoning. Thus, systematically introducing 3D images early in a surgical resident training program may help produce a better anatomy-imaging-surgery system.
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Affiliation(s)
- Chen Lin
- Department of General Surgery, Peking Union Medical College Hospital (PUMCH), Chinese Academy of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, China.,National Virtual Simulation Laboratory Education Center of Medical Sciences, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Junyi Gao
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, China
| | - Hua Zheng
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, China
| | - Jun Zhao
- Department of Education, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Hua Yang
- Department of Head and Neck Surgery, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Yue Zheng
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, China
| | - Yihan Cao
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, China
| | - Yufei Chen
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, China
| | - Guoliang Wu
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, China
| | - Guole Lin
- Department of General Surgery, Peking Union Medical College Hospital (PUMCH), Chinese Academy of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, China
| | - Jianchun Yu
- Department of General Surgery, Peking Union Medical College Hospital (PUMCH), Chinese Academy of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, China
| | - Hanzhong Li
- Department of Urology Surgery, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Hui Pan
- National Virtual Simulation Laboratory Education Center of Medical Sciences, PUMCH, CAMS & PUMC, Beijing, 100730, China.,Department of Education, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Quan Liao
- Department of General Surgery, Peking Union Medical College Hospital (PUMCH), Chinese Academy of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, China.
| | - Yupei Zhao
- Department of General Surgery, Peking Union Medical College Hospital (PUMCH), Chinese Academy of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, China.
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The perceptions of anatomists in the US and Europe of the skills and attributes required of newly-recruited medical students. Ann Anat 2018; 217:103-110. [DOI: 10.1016/j.aanat.2017.12.009] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Revised: 11/30/2017] [Accepted: 12/18/2017] [Indexed: 10/18/2022]
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Jocham A, Kriston L, Berberat PO, Schneider A, Linde K. How do medical students engaging in elective courses on acupuncture and homeopathy differ from unselected students? A survey. BMC COMPLEMENTARY AND ALTERNATIVE MEDICINE 2017; 17:148. [PMID: 28274213 PMCID: PMC5343393 DOI: 10.1186/s12906-017-1653-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/23/2016] [Accepted: 02/24/2017] [Indexed: 11/11/2022]
Abstract
Background We aimed to investigate whether students at German medical schools participating in elective courses on acupuncture and homeopathy differ from an unselected group of students regarding attitudes and personality traits. Methods Elective courses on acupuncture and homeopathy in the academic half-year 2013/14 all over Germany were identified and participants invited to fill in a questionnaire including nineteen questions on attitudes towards Complementary and Alternative Medicine (CAM), orientation towards science, care and status orientation, and a short validated instrument (Big-Five-Inventory-10) to measure personality traits (extraversion, neuroticism, openness, conscientiousness, and agreeableness). Participants of a mandatory family medicine course at one university served as unselected control group. Results Two hundred twenty and 113 students from elective courses on acupuncture and homeopathy, respectively, and 315 control students participated (response rate 93%). Students participating in elective courses had much more positive attitudes towards CAM, somewhat lower science and status orientation, and somewhat higher care orientation than control group students (all p-values for three-group comparisons < 0.001). There were no differences between the three groups regarding personality traits with the exception of lower values for agreeableness in controls (p = 0.009). Conclusions The findings of this study show that attitudes of students participating in elective courses on acupuncture or homeopathy at German medical schools differ to a considerable degree from the attitudes of unselected students. Electronic supplementary material The online version of this article (doi:10.1186/s12906-017-1653-z) contains supplementary material, which is available to authorized users.
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11
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Balta JY, Cronin M, Cryan JF, O'Mahony SM. The utility of cadaver-based approaches for the teaching of human anatomy: A survey of British and Irish anatomy teachers. ANATOMICAL SCIENCES EDUCATION 2017; 10:137-143. [PMID: 27352048 DOI: 10.1002/ase.1629] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2015] [Revised: 05/18/2016] [Accepted: 05/18/2016] [Indexed: 05/10/2023]
Abstract
Utilizing reality anatomy such as dissection and demonstrating using cadavers has been described as a superior way to create meaning. The chemicals used to embalm cadavers differentially alter the tissue of the human body, which has led to the usage of different processes along the hard to soft-fixed spectrum of preserved cadavers. A questionnaire based approach was used to gain a better insight into the opinion of anatomists on the use of preserved cadavers for the teaching of human anatomy. This study focused on anatomy teachers in the United Kingdom and Ireland. From the 125 participating anatomists, 34.4% were medically qualified, 30.4% had a PhD in a non-anatomical science and 22.4% had a PhD in an anatomical science, these figures include ten anatomists who had combinations of MD with the two other PhD qualifications. The main findings from the questionnaire were that 61.6% of participants agreed that hard-fixed formalin cadavers accurately resemble features of a human body whereas 21.6% disagreed. Moreover, anatomists rated the teaching aids on how accurately they resemble features of the human body as follows: plastic models the least accurate followed by plastinated specimens, hard fixed cadavers; soft preserved cadavers were considered to be the most accurate when it comes to resembling features of the human body. Though anatomists considered soft preserved cadavers as the most accurate tool, further research is required in order to investigate which techniques or methods provide better teaching tool for a range of anatomical teaching levels and for surgical training. Anat Sci Educ 10: 137-143. © 2016 American Association of Anatomists.
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Affiliation(s)
- Joy Y Balta
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Michael Cronin
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - John F Cryan
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Siobhain M O'Mahony
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
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Attitudes and attributes of pharmacists in relation to practice change - A scoping review and discussion. Res Social Adm Pharm 2016; 13:440-455.e11. [PMID: 27459951 DOI: 10.1016/j.sapharm.2016.06.010] [Citation(s) in RCA: 44] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2016] [Revised: 06/01/2016] [Accepted: 06/18/2016] [Indexed: 11/24/2022]
Abstract
BACKGROUND Multiple barriers and facilitators to the uptake of cognitive services in pharmacy practice have been identified. Pharmacists' attitudes and attributes have been described as barriers and facilitators in relation to the uptake of extended pharmacy services, in addition to those of a more systemic nature. OBJECTIVES To systematically scope and review the literature describing pharmacists' attitudes and attributes in relation to the implementation of cognitive services or role extension and to critically analyze and discuss their relevance as barriers or facilitators. METHOD A scoping review of the literature on attitudes and attributes of pharmacists in relation to pharmacy practice was performed, including 47 articles on attitudes and 12 on attributes, forming the basis for a critical analysis within theoretical frameworks. RESULTS Pharmacists' attitudes toward role extensions and new pharmacy service models are generally positive and their personal attributes and personality traits appear favorable for roles as health professionals. Pharmacists perceived a number of barriers to the uptake of extended roles. CONCLUSION Pharmacists' attributes, including personality traits, and attitudes favor the implementation of cognitive and patient-focused health care services and should not be regarded as major barriers to the uptake of extended pharmacy practice roles. Framing their attitudes and attributes within the theories of planned behavior and personality trait theories indicates that individual motivation needs to be underscored by systemic support for pharmacy practice change to succeed on a wide scale.
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Stephens S, Moxham BJ. The attitudes of medical students toward the importance of understanding classical Greek and Latin in the development of an anatomical and medical vocabulary. Clin Anat 2016; 29:696-701. [DOI: 10.1002/ca.22700] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2015] [Accepted: 01/25/2015] [Indexed: 11/09/2022]
Affiliation(s)
- Shiby Stephens
- Cardiff School of Biosciences; Cardiff University; Cardiff CF10 3AX United Kingdom
| | - Bernard John Moxham
- Cardiff School of Biosciences; Cardiff University; Cardiff CF10 3AX United Kingdom
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Olowo-Ofayoku A, John Moxham B. Comparisons between the attitudes of medical and dental students toward the clinical importance of gross anatomy and physiology. Clin Anat 2014; 27:976-87. [PMID: 24903861 DOI: 10.1002/ca.22417] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2014] [Accepted: 05/01/2014] [Indexed: 12/18/2022]
Affiliation(s)
- Anthony Olowo-Ofayoku
- King's College London Dental Institute, Tower Wing, Guy's Hospital; London SE1 9RT United Kingdom
| | - Bernard John Moxham
- Cardiff School of Biosciences, Cardiff University; Museum Avenue Cardiff CF10 3AX Wales United Kingdom
- Department of Anatomy; St George's University; Grenada West Indies
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