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Cheung RCC, Yang J, Fang C, Leung MF, Bridges SM, Tipoe GL. Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy. ANATOMICAL SCIENCES EDUCATION 2024; 17:379-395. [PMID: 38095147 DOI: 10.1002/ase.2361] [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: 06/05/2023] [Revised: 07/21/2023] [Accepted: 11/13/2023] [Indexed: 12/22/2023]
Abstract
Difficulty in visualizing anatomical structures has been identified as a challenge in anatomy learning and the emergence of three-dimensional printed models (3DPMs) offers a potential solution. This study evaluated the effectiveness of 3DPMs for learning the arterial supply of the head and neck region. One hundred eighty-four undergraduate medical students were randomly assigned to one of four learning modalities including wet specimen, digital model, 3DPM, and textbook image. Posttest scores indicated that all four modalities supported participants' knowledge acquisition, most significantly in the wet specimen group. While the participants rated 3DPMs lower for helping correct identification of structures than wet specimens, they praised 3DPMs for their ability to demonstrate topographical relationships between the arterial supply and adjacent structures. The data further suggested that the biggest limitation of the 3DPMs was their simplicity, thus making it more difficult for users to recognize the equivalent structures on the wet specimens. It was concluded that future designs of 3DPMs will need to consider the balance between the ease of visualization of anatomical structures and the degree of complexity required for successful transfer of learning. Overall, this study presented some conflicting evidence of the favorable outcomes of 3DPMs reported in other similar studies. While effective for anatomy learning as a standalone modality, educators must identify the position 3DPM models hold relative to other modalities in the continuum of undergraduate anatomy education in order to maximize their advantages for students.
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Affiliation(s)
| | - Jian Yang
- School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Christian Fang
- Department of Orthopaedics and Traumatology, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Man Fai Leung
- Department of Orthopaedics and Traumatology, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Susan M Bridges
- Centre for the Enhancement of Teaching and Learning, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, the University of Hong Kong, Hong Kong, Hong Kong
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2
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Fellner LH, King SM, Barry CM. "Pet things" and "penny drops"-Factors influencing clinicians' teaching of pelvic anatomy. ANATOMICAL SCIENCES EDUCATION 2024; 17:287-296. [PMID: 37803939 DOI: 10.1002/ase.2342] [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: 12/21/2022] [Revised: 07/14/2023] [Accepted: 09/11/2023] [Indexed: 10/08/2023]
Abstract
Pelvic anatomy is considered challenging to teach and learn, partly because its complexity can make it difficult to conceptualize. Educational researchers recognize the value of a spiraling curriculum to develop clinically orientated anatomy knowledge for health professionals, but most studies have focused on the preclinical years. It is unclear how the complexities of pelvic anatomy are taught in the clinical setting by clinician educators. Understanding pelvic anatomy teaching from the perspectives of clinician educators is important because of their critical role in supporting medical students to become knowledgeable, safe practitioners. This study sought to examine factors that influence clinician educators' teaching of pelvic anatomy to medical students during clinical placement. Using established qualitative research methods, this exploratory study used semi-structured interviews with 10 participants from obstetrics/gynecology (n = 4) and urology (n = 6) in Australia. Interviews were transcribed, and data were analyzed using a reflexive thematic analysis framework. Two overarching factors were identified as influencing clinician educators' teaching: (1) how they defined the scope of knowledge, and (2) pedagogical understanding. Scope of knowledge was underpinned by patient safety considerations and guided by past experience and student aspirations. Pedagogical understanding also relied on experience and encompassed multiple teaching strategies, including approaches informed by sensitivities surrounding pelvic anatomy. Multiple factors influence how clinician educators define the scope of pelvic anatomy knowledge required of medical students. Clinician educators' awareness of syllabus and teaching approaches can enable them to support students to attain threshold concepts such as three-dimensional spatial relationships and sociocultural sensitivities associated with pelvic anatomy.
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Affiliation(s)
- Lilian H Fellner
- College of Medicine and Public Health, Flinders University, Adelaide, South Australia, Australia
| | - Svetlana M King
- College of Medicine and Public Health, Flinders University, Adelaide, South Australia, Australia
| | - Christine M Barry
- College of Medicine and Public Health, Flinders University, Adelaide, South Australia, Australia
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3
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Anderson H, Weil JA, Tucker RP, Gross DS. Impact of gross anatomy laboratory on student written examination performance: A 3-year study of a large-enrollment undergraduate anatomy course. ANATOMICAL SCIENCES EDUCATION 2024; 17:114-127. [PMID: 37602570 DOI: 10.1002/ase.2327] [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: 03/03/2023] [Revised: 06/25/2023] [Accepted: 07/28/2023] [Indexed: 08/22/2023]
Abstract
The efficacy of the various pedagogies that are used in human anatomy laboratories has been extensively debated. Nevertheless, an important question remains relatively unexamined-how the learning experience in the anatomy laboratory impacts students' mastery and application of anatomical knowledge beyond the laboratory setting. In this study, the effect of a prosection-based anatomy laboratory on overall comprehension and mastery of anatomical knowledge was evaluated in an upper division undergraduate anatomy curriculum that consists of a mandatory lecture course and an optional laboratory course. This flexible curricular structure permitted assessing the merit of laboratory learning on the written examination performance of the lecture course. In 2019 and 2022, the anatomy laboratory was taught in-person using prosections, while in 2021 due to the Covid-19 pandemic related regulations, it was taught remotely with live-streaming of prosections using document cameras. In both in-person and remote instructive formats, written examination scores of the lecture course were compared between two cohorts of students: Those enrolled in lecture only and those enrolled in both lecture and laboratory. Results showed that the cohort enrolled in both lecture and laboratory courses consistently outperformed the lecture-only cohort by one full letter grade. Furthermore, when the degrees of improvement on written examination scores were compared between the two instructive formats, in-person laboratory had a greater increase compared to remote laboratory. Altogether this study demonstrates that the prosection-based anatomy laboratory enhances students' mastery of anatomical knowledge beyond the laboratory setting by promoting comprehension of spatial relationships of anatomical structures.
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Affiliation(s)
- Hana Anderson
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
- Department of Internal Medicine, University of California, Davis, Davis, California, USA
| | - Jennifer A Weil
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
- School of Health Professions, Eastern Virginia Medical School, Norfolk, Virginia, USA
| | - Richard P Tucker
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
| | - Douglas S Gross
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
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4
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Shapiro L, Hobbs E, Keenan ID. Transforming musculoskeletal anatomy learning with haptic surface painting. ANATOMICAL SCIENCES EDUCATION 2023. [PMID: 36748362 DOI: 10.1002/ase.2262] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 02/03/2023] [Accepted: 02/06/2023] [Indexed: 06/18/2023]
Abstract
Anatomical body painting has traditionally been utilized to support learner engagement and understanding of surface anatomy. Learners apply two-dimensional representations of surface markings directly on to the skin, based on the identification of key landmarks. Esthetically satisfying representations of musculature and viscera can also be created. However, established body painting approaches do not typically address three-dimensional spatial anatomical concepts. Haptic Surface Painting (HSP) is a novel activity, distinct from traditional body painting, and aims to develop learner spatial awareness. The HSP process is underpinned by previous work describing how a Haptico-visual observation and drawing method can support spatial, holistic, and collaborative anatomy learning. In HSP, superficial and underlying musculoskeletal and vascular structures are located haptically by palpation. Transparent colors are then immediately applied to the skin using purposive and cross-contour drawing techniques to produce corresponding visual representations of learner observation and cognition. Undergraduate students at a United Kingdom medical school (n = 7) participated in remote HSP workshops and focus groups. A phenomenological study of learner perspectives identified four themes from semantic qualitative analysis of transcripts: Three-dimensional haptico-visual exploration relating to learner spatial awareness of their own anatomy; cognitive freedom and accessibility provided by a flexible and empowering learning process; altered perspectives of anatomical detail, relationships, and clinical relevance; and delivery and context, relating to curricular integration, session format, and educator guidance. This work expands the pedagogic repertoire of anatomical body painting and has implications for anatomy educators seeking to integrate innovative, engaging, and effective learning approaches for transforming student learning.
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Affiliation(s)
- Leonard Shapiro
- Division of Clinical Anatomy and Biological Anthropology, Department of Human Biology, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Ella Hobbs
- School of Medicine, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Iain D Keenan
- School of Medicine, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
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5
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Ben Awadh A, Clark J, Clowry G, Keenan ID. Multimodal Three-Dimensional Visualization Enhances Novice Learner Interpretation of Basic Cross-Sectional Anatomy. ANATOMICAL SCIENCES EDUCATION 2022; 15:127-142. [PMID: 33369254 DOI: 10.1002/ase.2045] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Revised: 12/07/2020] [Accepted: 12/20/2020] [Indexed: 05/22/2023]
Abstract
While integrated delivery of anatomy and radiology can support undergraduate anatomical education, the interpretation of complex three-dimensional spatial relationships in cross-sectional and radiological images is likely to be demanding for novices. Due to the value of technology-enhanced and multimodal strategies, it was hypothesized that simultaneous digital and physical learning could enhance student understanding of cross-sectional anatomy. A novel learning approach introduced at a United Kingdom university medical school combined visualization table-based thoracic cross-sections and digital models with a three-dimensional printed heart. A mixed-method experimental and survey approach investigated student perceptions of challenging anatomical areas and compared the multimodal intervention to a two-dimensional cross-section control. Analysis of seven-point Likert-type responses of new medical students (n = 319) found that clinical imaging (mean 5.64 SD ± 1.20) was significantly more challenging (P < 0.001) than surface anatomy (4.19 ± 1.31) and gross anatomy (4.92 ± 1.22). Pre-post testing of students who used the intervention during their first anatomy class at medical school (n = 229), identified significant increases (P < 0.001) in thoracic cross-sectional anatomy interpretation performance (mean 31.4% ± 15.3) when compared to the subsequent abdominal control activity (24.1% ± 17.6). Student test scores were independent of mental-rotation ability. As depicted on a seven-point Likert-type scale, the intervention may have contributed to students considering cross-sectional interpretation of thoracic images (4.2 ± 1.23) as significantly less challenging (P < 0.001) than comparable abdominal images (5.59 ± 1.14). These findings could have implications for how multimodal cross-sectional anatomy learning approaches are implemented within medical curricula.
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Affiliation(s)
- Abdullah Ben Awadh
- Biosciences Institute, Newcastle University, Newcastle upon Tyne, United Kingdom
| | - Jill Clark
- School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, United Kingdom
| | - Gavin Clowry
- Biosciences Institute, Newcastle University, Newcastle upon Tyne, United Kingdom
| | - Iain D Keenan
- School of Medical Education, Newcastle University, Newcastle upon Tyne, United Kingdom
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6
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Cheung CC, Bridges SM, Tipoe GL. Why is Anatomy Difficult to Learn? The Implications for Undergraduate Medical Curricula. ANATOMICAL SCIENCES EDUCATION 2021; 14:752-763. [PMID: 33720515 DOI: 10.1002/ase.2071] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2020] [Revised: 01/31/2021] [Accepted: 03/10/2021] [Indexed: 06/12/2023]
Abstract
The impact of the medical curricular reform on anatomy education has been inconclusive. A pervasive perception is that graduates do not possess a sufficient level of anatomical knowledge for safe medical practice; however, the reason is less well-studied. This qualitative study investigated the perceived challenges in learning anatomy, possible explanations, and ways to overcome these challenges. Unlike previous work, it explored the perceptions of multiple stakeholders in anatomy learning. Semi-structured interviews were conducted and the transcripts were analyzed by a grounded theory approach. Three main themes emerged from the data: (1) visualization of structures, (2) body of information, and (3) issues with curriculum design. The decreasing time spent in anatomy laboratories forced students to rely on alternative resources to learn anatomy but they lacked the opportunities to apply to human specimens, which impeded the "near" transfer of learning. The lack of clinical integration failed to facilitate the "far" transfer of learning. Learners also struggled to cope with the large amount of surface knowledge, which was pre-requisite to successful deep and transfer of learning. It was theorized that the perceived decline in anatomical knowledge was derived from this combination of insufficient surface knowledge and impeded "near" transfer resulting in impeded deep and "far" transfer of learning. Moving forward, anatomy learning should still be cadaveric-based coupled with complementary technological innovations that demonstrate "hidden" structures. A constant review of anatomical disciplinary knowledge with incremental integration of clinical contexts should also be adopted in medical curricula which could promote deep and far transfer of learning.
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Affiliation(s)
- Chun Chung Cheung
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Susan M Bridges
- Centre for the Enhancement of Teaching and Learning, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - George L Tipoe
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
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7
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Hadie SNH, Tan VPS, Omar N, Nik Mohd Alwi NA, Lim HL, Ku Marsilla KI. COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation. Front Med (Lausanne) 2021; 8:739238. [PMID: 34671622 PMCID: PMC8520998 DOI: 10.3389/fmed.2021.739238] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2021] [Accepted: 09/10/2021] [Indexed: 11/13/2022] Open
Abstract
This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines.
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Affiliation(s)
- Siti Nurma Hanim Hadie
- Department of Anatomy, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Malaysia
| | - Vina Phei Sean Tan
- School of Health Sciences, Universiti Sains Malaysia, Kota Bharu, Malaysia
| | - Norsuhana Omar
- Department of Physiology, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Malaysia
| | | | - Hooi Lian Lim
- School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
| | - Ku Ishak Ku Marsilla
- School of Materials and Mineral Resources Engineering, Universiti Sains Malaysia, Nibong Tebal, Malaysia
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8
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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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Wesencraft KM, Clancy JA. Using Photogrammetry to Create a Realistic 3D Anatomy Learning Aid with Unity Game Engine. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2020; 1205:93-104. [PMID: 31894572 DOI: 10.1007/978-3-030-31904-5_7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/26/2023]
Abstract
Learning and processing complex 3D structures can be challenging for students, particularly if relying on 2D images or if there is limited access to the study material. This applies to many fields including anatomy, where students report difficulty visualising complex structures such as the nervous system. We aimed to address this by creating a realistic model of part of the nervous system-the sympathetic nervous system which is known for the 'fight or flight' response. Photogrammetry was chosen to create a 3D digital model of a dissection of the sympathetic nervous system. The 3D model was then incorporated into an interactive learning aid that allowed users to manipulate the model and provided relevant text information and labels. Evaluation of the learning aid by students (n = 7) was positive with 71.4% strongly agreeing that using this application improved their understanding of the anatomy. The majority of students (85.7%) also agreed or strongly agreed that this application provided them with a view of the sympathetic nervous system that they had not seen before. Photogrammetry is a relatively simple and inexpensive method to create realistic 3D digital models that can promote self-directed learning and a greater understanding of complex structures.
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Affiliation(s)
- Katrina M Wesencraft
- Anatomy Facility, School of Life Sciences, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK
- School of Simulation and Visualisation, The Glasgow School of Art, The Hub, Pacific Quay, Glasgow, UK
| | - Jennifer A Clancy
- Anatomy Facility, School of Life Sciences, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK.
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10
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Border S. Assessing the Role of Screencasting and Video Use in Anatomy Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2019; 1171:1-13. [PMID: 31823235 DOI: 10.1007/978-3-030-24281-7_1] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
The subject of anatomy, commonly taught with applied clinical focus on medical programmes, is frequently brought to life alongside art, imagery and visualization. Yet, despite being continually hailed as the cornerstone of medicine, the cyclic revalidation of its curricula has often found its educators in the unenviable position of maintaining knowledge standards in the face of reduced contact time. However, the gravity of such challenges has created an opportunity for creative and innovative solutions to these problems. The ease by which educational technology can now be used by non-experts is constantly increasing and the use of technology enhanced learning has now become universal within Higher Education. Many anatomical science educators have turned to building bespoke interactive and engaging online supplementary material which can be blended with face to face delivery as a way to circumvent the time pressure issues. Today's students appear to have a growing preference for visualising moving images and audio explanations as opposed to older traditional static resources, underpinned by vast pages of unattractive dense text and pictures. One such technique being used to provide flexible and student-centred learning is screencast videos. These digital recordings of screen captured drawings, with accompanying narration are overwhelmingly popular with students and on the ascendance. However, as new tools emerge, it becomes increasingly important to determine their impact on both the student experience and knowledge gain. It is also valuable for educators to share their classroom experiences or instructional techniques to optimise their use for learning. This chapter explores the rise of this application in anatomy education and discusses the evidence available investigating student engagement and learning outcomes in the context of well-established learning theories.
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Affiliation(s)
- Scott Border
- Centre for Learning Anatomical Sciences, Medical Education, University Hospital Southampton, University of Southampton, Southampton, UK.
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11
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Harrison CH, Elmansouri A, Parton W, Myers MA, Hall S, Stephens JR, Seaby EG, Border S. The Efficacy of Frontline Near-Peer Teaching in a Modern Medical Curriculum. ANATOMICAL SCIENCES EDUCATION 2019; 12:236-244. [PMID: 30332529 DOI: 10.1002/ase.1827] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2017] [Revised: 07/12/2018] [Accepted: 07/30/2018] [Indexed: 06/08/2023]
Abstract
Within medical education a reduction in curriculum time for subjects, such as anatomy puts pressure on educators to ensure the same learning outcomes are conveyed in less time. This has the potential to impact negatively on student experience. Near-peer teaching (NPT) is often praised as an effective revision tool, but its use as a frontline teaching resource remains unreported. The study explores the potential for NPT to promote delivery of learning outcomes and maximize student experience within a neuroanatomy module for second year medical students. The study occurred in three educational settings, (1) frontline NPT of cranial nerves, (2) revision session NPT of cranial nerves, and (3) NPT alongside faculty staff in laboratory-based neuroanatomy practical exercises. For the first and second components, knowledge was measured using a pre- and post-session test and student perception was ascertained with a questionnaire. For the third component, student perception was assessed with an end-of-module survey. The results show that overall, NPT was well received by learners. A significant knowledge gain was seen between the pre- and post-session test of the frontline NPT session. The study presents evidence in favor of using NPTs to supplement the delivery of learning outcomes in a time and resource constrained curriculum. In particular, for the effective delivery of frontline material. Anat Sci Educ 0: 1-9. © 2018 American Association of Anatomists.
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MESH Headings
- Anatomy/education
- Cross-Sectional Studies
- Curriculum/statistics & numerical data
- Curriculum/trends
- Education, Medical, Undergraduate/methods
- Education, Medical, Undergraduate/organization & administration
- Education, Medical, Undergraduate/trends
- Educational Measurement
- Humans
- Learning
- Peer Group
- Program Evaluation
- Schools, Medical/organization & administration
- Schools, Medical/statistics & numerical data
- Schools, Medical/trends
- Students, Medical/statistics & numerical data
- Teaching/organization & administration
- Teaching/trends
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Affiliation(s)
| | - Ahmad Elmansouri
- Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| | - William Parton
- Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| | - Matthew A Myers
- Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| | - Samuel Hall
- Wessex Neurological Centre, University Hospital Southampton, NHS Foundation Trust, Southampton, United Kingdom
| | - Jonny R Stephens
- North West Thames Foundation School, Health Education North West London, London, United Kingdom
| | - Eleanor G Seaby
- Chelsea and Westminster Hospital, NHS Foundation Trust, London, United Kingdom
| | - Scott Border
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, United Kingdom
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12
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Young JC, Quayle MR, Adams JW, Bertram JF, McMenamin PG. Three-Dimensional Printing of Archived Human Fetal Material for Teaching Purposes. ANATOMICAL SCIENCES EDUCATION 2019; 12:90-96. [PMID: 30106512 DOI: 10.1002/ase.1805] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2017] [Revised: 04/20/2018] [Accepted: 05/03/2018] [Indexed: 06/08/2023]
Abstract
The practical aspect of human developmental biology education is often limited to the observation and use of animal models to illustrate developmental anatomy. This is due in part to the difficulty of accessing human embryonic and fetal specimens, and the sensitivity inherent to presenting these specimens as teaching materials. This report presents a new approach using three-dimensional (3D) printed replicas of actual human materials in practical classes, thus allowing for the inclusion of accurate examples of human developmental anatomy in the educational context. A series of 3D prints have been produced from digital data collected by computed tomography (CT) imaging of an archived series of preserved human embryonic and fetal specimens. The final versions of 3D prints have been generated in a range of single or multiple materials to illustrate the progression of human development, including the development of internal anatomy. Furthermore, multiple copies of each replica have been printed for large group teaching. In addition to the educational benefit of examining accurate 3D replicas, this approach lessens the potential for adverse student reaction (due to cultural background or personal experience) to observing actual human embryonic/fetal anatomical specimens, and reduces the potential of damage or loss of original specimens. This approach, in combination with ongoing improvements in the management and analysis of digital data and advances in scanning technology, has enormous potential to allow embryology students access to both local and international collections of human gestational material. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.
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Affiliation(s)
- Julia C Young
- Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
| | - Michelle R Quayle
- Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
| | - Justin W Adams
- Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
- Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
| | - John F Bertram
- Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
| | - Paul G McMenamin
- Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
- Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
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13
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Bandyopadhyay R, Biswas R. Students' Perception and Attitude on Methods of Anatomy Teaching in a Medical College of West Bengal, India. J Clin Diagn Res 2017; 11:AC10-AC14. [PMID: 29207689 DOI: 10.7860/jcdr/2017/26112.10666] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2016] [Accepted: 07/09/2017] [Indexed: 11/24/2022]
Abstract
Introduction Incorporating newer teaching aids over traditional one in Anatomy has been challenging both for the teachers and the learners. Different educational strategies are being used for teaching of Anatomy. Aim To elicit the perception and attitude toward teaching approaches in the Anatomy curriculum among first year medical students. Materials and Methods A cross-sectional, descriptive study was undertaken with the help of predesigned, pre-tested questionnaire to elicit knowledge in four domains of classroom teaching which were: a) gross anatomical structure; b) organ identification; c) topography; and d) radiological anatomy and self-assessment of acquired skills in respective fields among 114 first year students. Results A total of 57% of students opined good in gross structure of anatomy. A 60.5% of students preferred chalk and board method and 33.3% with LCD projector. Regarding acquiring knowledge, 72.8% of medical students gathered knowledge in gross anatomical structure domain whereas 58.8% in radiological anatomy. The overall mean score of attitude of the students regarding incorporating newer techniques in Anatomy teaching is 14.17±2.26. Conclusion The perception of Anatomy teaching and attitude among medicos have been studied and opinion from them had thrown light for incorporation of newer techniques in their teaching curriculum.
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Affiliation(s)
- Raktim Bandyopadhyay
- Assistant Professor, Department of Anatomy, Burdwan Medical College, Burdwan, West Bengal, India
| | - Romy Biswas
- Associate Professor, Department of Community Medicine, North Bengal Medical College, Siliguri, West Bengal, India
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Wilson AB, Miller CH, Klein BA, Taylor MA, Goodwin M, Boyle EK, Brown K, Hoppe C, Lazarus M. A meta-analysis of anatomy laboratory pedagogies. Clin Anat 2017; 31:122-133. [DOI: 10.1002/ca.22934] [Citation(s) in RCA: 84] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2017] [Revised: 06/02/2017] [Accepted: 06/02/2017] [Indexed: 11/09/2022]
Affiliation(s)
- Adam B. Wilson
- Department of Cell and Molecular Medicine; Rush University; Chicago Illinois
| | - Corinne H. Miller
- Galter Health Sciences Library, Feinberg School of Medicine, Northwestern University; Chicago Illinois
| | - Barbie A. Klein
- Medical Sciences Program, Indiana University School of Medicine; Bloomington Indiana
| | - Melissa A. Taylor
- Medical Sciences Program, Indiana University School of Medicine; Bloomington Indiana
| | - Michael Goodwin
- Medical Sciences Program, Indiana University School of Medicine; Bloomington Indiana
| | - Eve K. Boyle
- Department of Anthropology; George Washington University, Center for the Advanced Study of Human Paleobiology; Washington District of Columbia
| | - Kirsten Brown
- Department of Anatomy & Regenerative Biology; George Washington University; Washington District of Columbia
| | - Chantal Hoppe
- Department of Anatomy & Developmental Biology; Monash University; Clayton Victoria Australia
| | - Michelle Lazarus
- Department of Anatomy & Developmental Biology; Monash University; Clayton Victoria Australia
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15
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Slominski TN, Momsen JL, Montplaisir LM. Drawing on student knowledge of neuroanatomy and neurophysiology. ADVANCES IN PHYSIOLOGY EDUCATION 2017; 41:212-221. [PMID: 28377435 DOI: 10.1152/advan.00129.2016] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2016] [Revised: 02/07/2017] [Accepted: 02/07/2017] [Indexed: 06/07/2023]
Abstract
Drawings are an underutilized assessment format in Human Anatomy and Physiology (HA&P), despite their potential to reveal student content understanding and alternative conceptions. This study used student-generated drawings to explore student knowledge in a HA&P course. The drawing tasks in this study focused on chemical synapses between neurons, an abstract concept in HA&P. Using two preinstruction drawing tasks, students were asked to depict synaptic transmission and summation. In response to the first drawing task, 20% of students (n = 352) created accurate representations of neuron anatomy. The remaining students created drawings suggesting an inaccurate or incomplete understanding of synaptic transmission. Of the 208 inaccurate student-generated drawings, 21% depicted the neurons as touching. When asked to illustrate summation, only 10 students (roughly 4%) were able to produce an accurate drawing. Overall, students were more successful at drawing anatomy (synapse) than physiology (summation) before formal instruction. The common errors observed in student-generated drawings indicate students do not enter the classroom as blank slates. The error of "touching" neurons in a chemical synapse suggests that students may be using intuitive or experiential knowledge when reasoning about physiological concepts. These results 1) support the utility of drawing tasks as a tool to reveal student content knowledge about neuroanatomy and neurophysiology; and 2) suggest students enter the classroom with better knowledge of anatomy than physiology. Collectively, the findings from this study inform both practitioners and researchers about the prevalence and nature of student difficulties in HA&P, while also demonstrating the utility of drawing in revealing student knowledge.
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Affiliation(s)
- Tara N Slominski
- Department of Biological Science, North Dakota State University, Fargo, North Dakota
| | - Jennifer L Momsen
- Department of Biological Science, North Dakota State University, Fargo, North Dakota
| | - Lisa M Montplaisir
- Department of Biological Science, North Dakota State University, Fargo, North Dakota
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16
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Stephens JR, Hall S, Andrade MG, Border S. Investigating the effect of distance between the teacher and learner on the student perception of a neuroanatomical near-peer teaching programme. Surg Radiol Anat 2016; 38:1217-1223. [PMID: 27225186 PMCID: PMC5104784 DOI: 10.1007/s00276-016-1700-3] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2015] [Accepted: 05/12/2016] [Indexed: 11/03/2022]
Abstract
PURPOSE Near-peer teaching (NPT) is a highly valuable resource for the education of medical undergraduates with benefits to the students, teachers themselves, and the faculty. To maximise the effectiveness of such teaching programmes, the aim of this study was to determine how the student learning experience, and underpinning social and cognitive congruencies changes as the learner-teacher distance increases. METHODS Second-year medical students at the University of Southampton participated in a series of neuroanatomy, extra-curricular revision sessions taught by the third-, fourth-, and fifth-year medical students and junior doctors. The students completed a validated questionnaire after the session rating various aspects of the teaching. RESULTS Although all teachers delivered sessions that we rated highly with a mean perceived gain in knowledge of 18 % amongst all students, it was found that the third- and fourth-year medical students delivered a session that was rated significantly better than the fifth-year students and junior doctors across all, but one areas of feedback. CONCLUSIONS We believe that these findings may be explained by the diminishing social and cognitive congruencies shared between learner and teacher with increasing distance. From our results, we hypothesise that graduation is an important threshold, where there is a significant drop in congruencies between the learner and teacher, therefore, having a significant impact on the perception of the NPT session.
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Affiliation(s)
- Jonny R Stephens
- Division of Medical Education, Faculty of Medicine, Centre for Learning Anatomical Sciences, University of Southampton, Mailpoint 845, South Academic Block, Tremona Road, Southampton, SO16 6YD, UK.
| | - Samuel Hall
- Division of Medical Education, Faculty of Medicine, Centre for Learning Anatomical Sciences, University of Southampton, Mailpoint 845, South Academic Block, Tremona Road, Southampton, SO16 6YD, UK
| | - Matheus Gesteira Andrade
- Division of Medical Education, Faculty of Medicine, Centre for Learning Anatomical Sciences, University of Southampton, Mailpoint 845, South Academic Block, Tremona Road, Southampton, SO16 6YD, UK
| | - Scott Border
- Division of Medical Education, Faculty of Medicine, Centre for Learning Anatomical Sciences, University of Southampton, Mailpoint 845, South Academic Block, Tremona Road, Southampton, SO16 6YD, UK
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17
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Shead D, Roos R, Olivier B, Ihunwo AO. Gross anatomy curricula and pedagogical approaches for undergraduate physiotherapy students. ACTA ACUST UNITED AC 2016; 14:98-104. [DOI: 10.11124/jbisrir-2016-003164] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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18
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Hall SR, Stephens JR, Seaby EG, Andrade MG, Lowry AF, Parton WJC, Smith CF, Border S. Can medical students accurately predict their learning? A study comparing perceived and actual performance in neuroanatomy. ANATOMICAL SCIENCES EDUCATION 2016; 9:488-495. [PMID: 27037749 DOI: 10.1002/ase.1601] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2015] [Revised: 12/11/2015] [Accepted: 01/18/2016] [Indexed: 06/05/2023]
Abstract
It is important that clinicians are able to adequately assess their level of knowledge and competence in order to be safe practitioners of medicine. The medical literature contains numerous examples of poor self-assessment accuracy amongst medical students over a range of subjects however this ability in neuroanatomy has yet to be observed. Second year medical students attending neuroanatomy revision sessions at the University of Southampton and the competitors of the National Undergraduate Neuroanatomy Competition were asked to rate their level of knowledge in neuroanatomy. The responses from the former group were compared to performance on a ten item multiple choice question examination and the latter group were compared to their performance within the competition. In both cohorts, self-assessments of perceived level of knowledge correlated weakly to their performance in their respective objective knowledge assessments (r = 0.30 and r = 0.44). Within the NUNC, this correlation improved when students were instead asked to rate their performance on a specific examination within the competition (spotter, rS = 0.68; MCQ, rS = 0.58). Despite its inherent difficulty, medical student self-assessment accuracy in neuroanatomy is comparable to other subjects within the medical curriculum. Anat Sci Educ 9: 488-495. © 2016 American Association of Anatomists.
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Affiliation(s)
- Samuel R Hall
- Centre for Learning Anatomical Sciences, University of Southampton, Southampton, United Kingdom
- Department of Neurosurgery, University Hospitals Southampton NHS Foundation Trust, Southampton, United Kingdom
| | - Jonny R Stephens
- Centre for Learning Anatomical Sciences, University of Southampton, Southampton, United Kingdom
- Department of Orthopedic Surgery, St Mary's Hospital London, Imperial College Healthcare NHS Trust, London, United Kingdom
| | - Eleanor G Seaby
- Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| | | | - Andrew F Lowry
- Department of Neurology, Royal Hallamshire Hospital, Sheffield Teaching Hospitals NHS Foundation Trusts, Sheffield, United Kingdom
| | - Will J C Parton
- Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| | - Claire F Smith
- Department of Anatomy, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Scott Border
- Centre for Learning Anatomical Sciences, University of Southampton, Southampton, United Kingdom
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Hall S, Stephens J, Andrade T, Davids J, Powell M, Border S. Perceptions of junior doctors and undergraduate medical students as anatomy teachers: Investigating distance along the near-peer teaching spectrum. ANATOMICAL SCIENCES EDUCATION 2014; 7:242-7. [PMID: 24170449 DOI: 10.1002/ase.1419] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2013] [Revised: 09/08/2013] [Accepted: 10/07/2013] [Indexed: 05/25/2023]
Abstract
Near-peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be explored. The aim of this study was to compare the attitudes and perceptions of the student learner towards neuroanatomy review sessions taught by either a senior medical student or a junior doctor. The students were randomly assigned to an allocated tutor. All tutors used standardized material and had access to identical resources. The type of allocated tutor was swapped between the two teaching sessions and 99 student feedback forms were collected in total. The rating for the overall quality of the teaching session was not significantly different between the junior doctors and senior medical students (P = 0.11). However, criteria closely relating to social and cognitive congruence such as "enjoyment of the session," "delivery of the teaching," and "was it a good use of time" were all rated significantly higher for the senior medical students (P < 0.05). The results of this study suggest that small increases in distance along the near-peer teaching spectrum have an impact upon the student's perception of their learning experience. While all teachers were suitable role models it appears that junior doctors are too far removed from their own undergraduate experiences to share congruences with pre-clinical medical students.
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Affiliation(s)
- Samuel Hall
- Faculty of Medicine, University of Southampton, Southampton, United Kingdom
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20
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Pratten MK, Merrick D, Burr SA. Group in-course assessment promotes cooperative learning and increases performance. ANATOMICAL SCIENCES EDUCATION 2014; 7:224-233. [PMID: 24039224 DOI: 10.1002/ase.1397] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2012] [Revised: 06/17/2013] [Accepted: 07/18/2013] [Indexed: 06/02/2023]
Abstract
The authors describe and evaluate a method to motivate medical students to maximize the effectiveness of dissection opportunities by using In-Course-Assessments (ICAs) to encourage teamwork. A student's final mark was derived by combining the group dissection mark, group mark for questions, and their individual question mark. An analysis of the impact of the ICA was performed by comparing end of module practical summative marks in student cohorts who had, or had not, participated in the ICAs. Summative marks were compared by two-way ANOVA followed by Dunnets test, or by repeated measures ANOVA, as appropriate. A cohort of medical students was selected that had experienced both practical classes without (year one) and with the new ICA structure (year two). Comparison of summative year one and year two marks illustrated an increased improvement in year two performance in this cohort. A significant increase was also noted when comparing this cohort with five preceding year two cohorts who had not experienced the ICAs (P <0.0001). To ensure that variation in the practical summative examination was not impacting on the data, a comparison was made between three cohorts who had performed the same summative examination. Results show that students who had undertook weekly ICAs showed significantly improved summative marks, compared with those who did not (P <0.0001). This approach to ICA promotes engagement with learning resources in an active, team-based, cooperative learning environment.
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Affiliation(s)
- Margaret K Pratten
- School of Biomedical Sciences, Faculty of Medicine and Health Sciences, University of Nottingham, Nottingham, United Kingdom
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Hall S, Lewis M, Border S, Powell M. Near-peer teaching in clinical neuroanatomy. CLINICAL TEACHER 2013; 10:230-5. [DOI: 10.1111/tct.12001] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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22
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Scott KM, Charles AR, Holland AJA. Clinical embryology teaching: is it relevant anymore? ANZ J Surg 2013; 83:709-12. [DOI: 10.1111/ans.12213] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/10/2013] [Indexed: 11/30/2022]
Affiliation(s)
- Karen M. Scott
- Discipline of Paediatrics and Child Health; Sydney Medical School; The University of Sydney; New South Wales; Australia
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