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Venkatesh A, Morris AG. The need for creation of new learning outcomes in core curricula publications on differences in sex development and transgender anatomy. J Anat 2024. [PMID: 38769933 DOI: 10.1111/joa.14060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2024] [Accepted: 04/24/2024] [Indexed: 05/22/2024] Open
Abstract
Despite recognition that sex is a spectrum there are no learning outcomes in the Anatomical Society's Core Curricula that effectively deal with the anatomy of differences in sex development or the anatomy of transgender individuals who have undergone gender affirming surgery. We believe this is a gap that needs to be plugged urgently. Particularly in relation to healthcare students the consequence of perpetuating the stereotype of sexual dimorphism as a norm could marginalise these communities of patients even further. We believe that action in the form of a Delphi process to create new outcomes can be a first step in creating change that will lead to a more inclusive anatomy education.
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Affiliation(s)
| | - Amy Georgia Morris
- University of Aberdeen School of Medicine Medical Sciences and Nutrition, Aberdeen, UK
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Smith CF, Freeman SK, Heylings D, Finn GM, Davies DC. Anatomy education for medical students in the United Kingdom and Republic of Ireland in 2019: A 20-year follow-up. ANATOMICAL SCIENCES EDUCATION 2022; 15:993-1006. [PMID: 34314569 PMCID: PMC9786311 DOI: 10.1002/ase.2126] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 05/28/2021] [Accepted: 07/24/2021] [Indexed: 05/24/2023]
Abstract
Anatomical education in the United Kingdom (UK) and Ireland has long been under scrutiny, especially since the reforms triggered in 1993 by the General Medical Council's "Tomorrow's Doctors." The aim of the current study was to investigate the state of medical student anatomy education in the UK and Ireland in 2019. In all, 39 medical schools completed the survey (100% response rate) and trained 10,093 medical students per year cohort. The teachers comprised 760 individuals, of these 143 were employed on full-time teaching contracts and 103 were employed on education and research contracts. Since a previous survey in 1999, the number of part-time staff has increased by 300%, including a significant increase in the number of anatomy demonstrators. In 2019, anatomy was predominantly taught to medical students in either a system-based or hybrid curriculum. In all, 34 medical schools (87%) used human cadavers to teach anatomy, with a total of 1,363 donors being used per annum. Gross anatomy teaching was integrated with medical imaging in 95% of medical schools, embryology in 81%, living anatomy in 78%, neuroanatomy in 73%, and histology in 68.3%. Throughout their five years of study, medical students are allocated on average 85 h of taught time for gross anatomy, 24 h for neuroanatomy, 24 h for histology, 11 h for living anatomy, and 10 for embryology. In the past 20 years, there has been an average loss of 39 h dedicated to gross anatomy teaching and a reduction in time dedicated to all other anatomy sub-disciplines.
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Affiliation(s)
- Claire F. Smith
- Department of Medical EducationBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
| | - Samuel K. Freeman
- Department of Medical EducationBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
- Department of PediatricsRoyal Alexandra Children's HospitalBrightonUK
| | - David Heylings
- Department of Medical EducationNorwich Medical SchoolUniversity of East AngliaNorwichUK
| | - Gabrielle M. Finn
- School of Medical SciencesFaculty of Biology, Medicine and HealthUniversity of ManchesterManchesterUK
| | - D. Ceri Davies
- Human Anatomy UnitDepartment of Surgery and CancerImperial College LondonLondonUK
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Mikami BS, Hynd TE, Lee UY, DeMeo J, Thompson JD, Sokiranski R, Doll S, Lozanoff S. Extended reality visualization of medical museum specimens: Online presentation of conjoined twins curated by Dr. Jacob Henle between 1844-1852. TRANSLATIONAL RESEARCH IN ANATOMY 2022; 27. [PMID: 36133355 PMCID: PMC9489256 DOI: 10.1016/j.tria.2022.100171] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Background: The purpose of this study is to characterize a full-term conjoined twins’ cadaver curated by Dr. Jacob Henle sometime between 1844 and 1852 and demonstrate digital distribution of an old and rare medical museum specimen using an extended reality (XR) model workflow. Methods: The cadaver (Preparation 296) is in the Department of Anatomy and Cell Biology at the University of Heidelberg. An XR display workflow comprises image capture, segmentation, and visualization using CT/MR scans derived from the cadaver. Online radiology presentation to medical students focuses on diagnostic characteristics of anatomical systems depicted with XR models. Results: Developmental defects in Preparation 296 include duplicated supradiaphragmatic structures and abnormal osteological features. Subdiaphragmatically, the gut is continuous on the right, but terminates at the distal esophagus on the left. One large liver occupies the abdomen with one spleen located on the left side. Observations suggest duplication of the primitive streak and separate notochords rostrally. Duplication occurs near the yolk sac and involves midgut formation while secondary midline fusion of the upper extremities and ribs likely results from the proximity of the embryos during development. Medical students access the model with device agnostic software during the curricular topic “Human Body Plan” that includes embryology concepts covering mechanisms of twinning. Conclusions: The workflow enables ease-of-access XR visualizations of an old and rare museum specimen. This study also demonstrates digital distribution and utilization of XR models applicable to embryology education.
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da Costa CFP, da Veiga FC, Rebellato ACG, Pereira LAVD. Global versus local: A regional core embryology syllabus for medical students. Clin Anat 2021; 35:242-250. [PMID: 34907596 DOI: 10.1002/ca.23826] [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: 09/21/2021] [Revised: 11/22/2021] [Accepted: 11/29/2021] [Indexed: 11/09/2022]
Abstract
"Core syllabus" in this work refers to knowledge topics that an instructor should necessarily and indispensably address during a discipline. This study describes the process of developing a regional human embryology core syllabus for undergraduate medical courses in Brazil, using a two-round modified Delphi method as a tool for reaching consensus. A list of 679 human embryology topics was generated based on three textbooks. The Delphi panel consisted of specialists (n = 51) with at least 2 years' medical experience in activities related to the contents of embryology or health sciences professionals with at least 5 years' experience in undergraduate medical education of embryology and other cognate disciplines. The panel rated the relevance of each topic on a Likert scale. Following consensus analysis, a list of 69 "core" topics was obtained. Then, in a second Delphi round, the panel was asked to "accept," "accept with modifications," or "reject" the new list. The research team performed a final revision/screening process and generated a core human embryology syllabus comprised of 63 topics. Comparing this regional syllabus with two international core syllabuses also built Delphi panels, 60.3% of the topics overlap with both syllabuses, and 39.7% of its content is unique. This study can be a valuable tool for decision-making in the embryology curriculum for health courses and reinforces the importance of local evaluation of international curricula of human embryology before implementing them, since the incidences of congenital anomalies vary in different regions of the world.
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Affiliation(s)
| | - Fernanda Cristina da Veiga
- Department of Biochemistry and Tissue Biology, Institute of Biology, State University of Campinas, Campinas, Brazil
| | - Ana Clara Gonçalves Rebellato
- Department of Animal Science, College of Agriculture Luiz de Queiroz, University of Sao Paulo, Piracicaba, Brazil.,Faculty of Medical Sciences, State University of Campinas, Campinas, Brazil
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Gonzales RA, Ferns G, Vorstenbosch MATM, Smith CF. Does spatial awareness training affect anatomy learning in medical students? ANATOMICAL SCIENCES EDUCATION 2020; 13:707-720. [PMID: 32048478 DOI: 10.1002/ase.1949] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Revised: 02/07/2020] [Accepted: 02/09/2020] [Indexed: 06/10/2023]
Abstract
Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.
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Affiliation(s)
- Rene A Gonzales
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Gordon Ferns
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Marc A T M Vorstenbosch
- Department of Anatomy, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands
| | - Claire F Smith
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
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Brassett C, Cosker T, Davies DC, Dockery P, Gillingwater TH, Lee TC, Milz S, Parson SH, Quondamatteo F, Wilkinson T. COVID-19 and anatomy: Stimulus and initial response. J Anat 2020; 237:393-403. [PMID: 32628795 PMCID: PMC7361297 DOI: 10.1111/joa.13274] [Citation(s) in RCA: 52] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2020] [Revised: 06/16/2020] [Accepted: 06/16/2020] [Indexed: 12/13/2022] Open
Affiliation(s)
- Cecilia Brassett
- Department of Physiology, Development and Neuroscience, University of Cambridge, Cambridge, UK
| | - Thomas Cosker
- Department of Physiology, Anatomy and Genetics, University of Oxford, Oxford, UK
| | - D Ceri Davies
- Human Anatomy Unit, Department of Surgery and Cancer, Imperial College London, London, UK
| | - Peter Dockery
- Department of Anatomy, School of Medicine, National University of Ireland Galway, Galway, Ireland
| | - Thomas H Gillingwater
- Edinburgh Medical School: Biomedical Sciences, University of Edinburgh, Edinburgh, UK
| | - T Clive Lee
- Department of Anatomy and Regenerative Medicine, Royal College of Surgeons, Ireland, University of Medicine and Health Sciences, Dublin 2, Ireland
| | - Stefan Milz
- Anatomische Anstalt, Ludwig-Maximilians-Universität München, Munich, Germany
| | - Simon H Parson
- Department of Anatomy, Suttie Centre, School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
| | - Fabio Quondamatteo
- Anatomy Facility, University of Glasgow School of Life Sciences, Glasgow, UK
| | - Tracey Wilkinson
- Centre for Anatomy and Human Identification, School of Science and Engineering, University of Dundee, Dundee, UK
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Matthan J, Cobb M, McHanwell S, Moxham BJ, Finn GM. The Anatomical Society's Core Anatomy Syllabus for Dental Undergraduates. J Anat 2020; 236:737-751. [PMID: 32056198 DOI: 10.1111/joa.13133] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/15/2019] [Indexed: 11/28/2022] Open
Abstract
The Anatomical Society has developed a series of learning outcomes in consultation with dentists, dental educators and anatomists delivering anatomical content to undergraduate dental students. A modified Delphi methodology was adopted to select experts within the field that would recommend core anatomical content in undergraduate dental programmes throughout the UK. Utilising the extensive learning outcomes from two UK Dental Schools, and neuroanatomy learning outcomes that remained outside the Anatomical Society's Core Gross Anatomy Syllabus for Medical Students, a modified Delphi technique was utilised to develop dental anatomical learning outcomes relevant to dental graduates. The Delphi panel consisted of 62 individuals (n = 62) from a wide pool of educators associated with the majority of undergraduate dental schools in the UK, representing a broad spectrum of UK Higher Education Institutions. The output from this study was 147 anatomical learning outcomes deemed to be applicable to all dental undergraduate programmes in the UK. The new recommended core anatomy syllabus for dental undergraduates, grouped into body regions, offers a comprehensive anatomical framework with which to scaffold clinical practice. The syllabus, presented as a set of learning outcomes, may be used in a variety of pedagogic situations, including where anatomy teaching exists within an integrated dental curriculum (both horizontally in the basic sciences part of the curriculum and vertically within the clinical years).
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Affiliation(s)
- J Matthan
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, Newcastle, UK
| | - M Cobb
- Foundation Doctor and Dentist, Sunderland Royal Hospital, Sunderland, UK
| | - S McHanwell
- School of Medical Education, Faculty of Medical Sciences, Newcastle University, Newcastle, UK
| | - B J Moxham
- Cardiff School of Biosciences, Cardiff University, Cardiff, UK
| | - G M Finn
- Hull York Medical School, University of York, York, UK
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