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Clinical anatomy curriculum

Denise E Doomernik, Harry van Goor, Jan G M Kooloos, Richard P Ten Broek
The Radboud University Medical Center has a problem-based, learner-oriented, horizontally, and vertically integrated medical curriculum. Anatomists and clinicians have noticed students' decreasing anatomical knowledge and the disability to apply knowledge in diagnostic reasoning and problem solving. In a longitudinal cohort, the retention of anatomical knowledge gained during the first year of medical school among second-year medical students was assessed. In May 2011, 346 medical students applied for the second-year gastro-intestinal (GI) tract course...
October 5, 2016: Anatomical Sciences Education
Carmen M Coombs, Ryan Y Shields, Elizabeth A Hunt, Ying Wei Lum, Patrick R Sosnay, Julianne S Perretta, Rhett H Lieberman, Nicole A Shilkofski
PROBLEM: Because reported use of simulation in preclinical basic science courses is limited, the authors describe the design, implementation, and preliminary evaluation of a simulation-based clinical correlation curriculum in an anatomy course for first-year medical students at Perdana University Graduate School of Medicine (in collaboration with Johns Hopkins University School of Medicine). APPROACH: The simulation curriculum, with five weekly modules, was a component of a noncadaveric human anatomy course for three classes (n = 81 students) from September 2011 to November 2013...
September 27, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Mahmoud M Bakr, C Mark Thompson, Magdalena Massadiq
Basic science courses are extremely important as a foundation for scaffolding knowledge and then applying it in future courses, clinical situations as well as in a professional career. Anatomical sciences, which include tooth morphology, oral histology, oral embryology, and head and neck anatomy form a core part of the preclinical courses in dental technology programs. In this article, the importance and relevance of anatomical sciences to dental personnel with no direct contact with patients (dental technicians) and limited discipline related contact with patients (dental prosthetists) is highlighted...
September 1, 2016: Anatomical Sciences Education
Thomas L Lewis, Markus L Sagmeister, George W Miller, Matthew A Boissaud-Cooke, Peter H Abrahams
INTRODUCTION: There are concerns regarding the anatomy knowledge amongst medical school graduates and foundation doctors. Clinical procedures performed without relevant anatomical knowledge could result in serious harm to patients. The aim of this quantitative study was to assess education provision in the domains of anatomy, radiology and practical procedures for foundation year doctors during their first two years of training (FY1, FY2). MATERIALS AND METHODS: A national survey of acute hospital trusts in England was conducted...
August 31, 2016: Clinical Anatomy
Sanjib Kumar Ghosh
Anatomical education has been undergoing reforms in line with the demands of medical profession. The aim of the present study is to assess the impact of a traditional method like cadaveric dissection in teaching/learning anatomy at present times when medical schools are inclining towards student-centered, integrated, clinical application models. The article undertakes a review of literature and analyzes the observations made therein reflecting on the relevance of cadaveric dissection in anatomical education of 21st century...
August 30, 2016: Anatomical Sciences Education
Pananghat Achutha Kumar, Ramakrishnan Jothi, Dharmalingam Mathivanan
BACKGROUND: A contemporary anatomy curriculum that aims to be clinically relevant requires medical students to be introduced to radiological anatomy in the preclinical years. Ideally, the curriculum should also support self-directed learning, a habit best instilled early. Based on these educational requirements, we designed an interesting and clinically-meaningful program of self-learning modules in radiological anatomy to augment students' learning of gross anatomy. The program is guided by current theories of learning, which emphasize an individualized learning pace for students...
May 2016: Education for Health: Change in Training & Practice
Mariusz Panczyk, Grzegorz Stachacz, Robert Gałązkowski, Joanna Gotlib
INTRODUCTION: In the interest of preservation of high degree of objectivity of information about students' educational outcomes, a system of assessment needs to meet criteria of appropriate reliability and validity. THE AIM: Analysis of reliability and validity of the system of assessment of students' educational outcomes for courses followed by an examination and covered by a curriculum in Medical Rescue at Medical University of Warsaw (MU W). MATERIALS AND METHODS: A retrospective study enrolling a group of 421 students of eight subsequent full education cycles...
2016: Wiadomości Lekarskie: Organ Polskiego Towarzystwa Lekarskiego
Peter Steinmetz, Sharon Oleskevich, John Lewis
OBJECTIVES: The purpose of this study was to assess bedside ultrasound skill acquisition and retention in medical students after completion of the first year of a new undergraduate bedside ultrasound curriculum at McGill University. METHODS: Skill acquisition was assessed in first-year medical students (n = 195) on completion of their bedside ultrasound instruction. Instruction included 6 clinically based 60-minute practical teaching sessions evenly spaced throughout the academic year...
September 2016: Journal of Ultrasound in Medicine: Official Journal of the American Institute of Ultrasound in Medicine
Holly Black, Gillian Sheppard, Brian Metcalfe, Jordan Stone-McLean, Heather McCarthy, Adam Dubrowski
BACKGROUND: With the various applications of point-of-care ultrasound (PoCUS) steadily increasing, many medical schools across North America are incorporating PoCUS training into their undergraduate curricula. The Faculty of Medicine at Memorial University also intends to introduce PoCUS training into its own undergraduate medical program. The proposed approach is to introduce a PoCUS curriculum focusing on anatomy and physiology while developing cognitive and psychomotor skills that are later transferred into clinical applications...
2016: Curēus
Jonathan Dickerson, Katie Paul, Pierre Vila, Rebecca Whiticar
BACKGROUND: Bedside ultrasonography has an increasing role in medicine yet medical students have limited exposure. Although countless hours are devoted to plain radiograph and electrocardiogram (ECG) interpretation, ultrasound is frequently glossed over. Yet this imaging modality could enhance students' understanding of anatomy, physiology and pathology, and may increase their integration into hospital teams. We aimed to investigate whether a peer-assisted ultrasound course has a place within the undergraduate medical curriculum...
June 27, 2016: Clinical Teacher
Bernard John Moxham, Helen Hennon, Baptiste Lignier, Odile Plaisant
If it is accepted that increasingly we live within a consumerist society then axiomatically 'ownership' of medical training does not belong to political authorities (whether governmental or medical), nor to the medical profession, nor indeed to the teachers, educationalists and even the students but to the laypersons in society who are patients or potential patients (viz. the clients/recipients of medical care). As yet, however, there has been no attempt to evaluate how much anatomy laypersons know and what their attitudes are towards the importance of anatomy in medicine...
June 20, 2016: Annals of Anatomy, Anatomischer Anzeiger: Official Organ of the Anatomische Gesellschaft
Guenevere Rae, John R Cork, Aryn C Karpinski, Robin McGoey, William Swartz
PROBLEM: The main objective of this project was to integrate pathologists into the gross anatomy laboratory setting to increase the exposure that early medical students receive to pathologists as clinicians. INTERVENTION: Pathologists visited the gross anatomy laboratory 3 times throughout the 15-week course to assist medical students in determining the cause of death of the cadaver being dissected. CONTEXT: This intervention was implemented with 1st-semester medical students for 2 consecutive years (a total of 100 dissection teams consisting of 4 students in each team)...
June 17, 2016: Teaching and Learning in Medicine
Sokpoleak So, Rita M Patel, Steven L Orebaugh
Ultrasound use has expanded dramatically among the medical specialties for diagnostic and interventional purposes, due to its affordability, portability, and practicality. This imaging modality, which permits real-time visualization of anatomic structures and relationships in vivo, holds potential for pre-clinical instruction of students in anatomy and physical diagnosis, as well as providing a bridge to the eventual use of bedside ultrasound by clinicians to assess patients and guide invasive procedures. In many studies, but not all, improved understanding of anatomy has been demonstrated, and in others, improved accuracy in selected aspects of physical diagnosis is evident...
June 10, 2016: Anatomical Sciences Education
Martyn Charles Stott, Michael Richard Gooseman, Norman Paul Briffa
OBJECTIVE: Despite the concerted effort of modern undergraduate curriculum designers, the ability to integrate basic sciences in clinical rotations is an ongoing problem in medical education. Students and newly qualified doctors themselves report worry about the effect this has on their clinical performance. There are examples in the literature to support development of attempts at integrating such aspects, but this "vertical integration" has proven to be difficult. We designed an expert-led integrated program using dissection of porcine hearts to improve the use of cardiac basic sciences in clinical medical students' decision-making processes...
July 2016: Journal of Surgical Education
Barry Gunn, Louise McCall
The objective of the Primary Examination is to ensure that trainees have the required level of knowledge and understanding of the four basic sciences of anatomy, pathology, physiology and pharmacology to underpin their further learning and development towards careers as emergency medicine physicians. The candidate is expected to show an understanding of the subject matter and demonstrate their ability to apply their knowledge to the practice of emergency medicine. As part of the curriculum review, ACEM undertook to implement changes to the Primary Examination in order to make it more clinically relevant...
August 2016: Emergency Medicine Australasia: EMA
Zheqian Huang, Miaoling Li, Yuxian Zhou, Yong Ao, Wei Xin, Yu Jia, Ying Yang, Yu Cai, Chaochao Xu, Yangfan Yang, Haotian Lin
OBJECTIVE: Team-based learning (TBL) is an increasingly popular teaching method in medical education. However, TBL hasn't been well-studied in the ophthalmology clerkship context. This study was to examine the impact of modified TBL in such context and to assess the student evaluations of TBL. METHODS: Ninety-nine students of an 8-year clinical medicine program from Zhongshan Ophthalmic Centre, Sun Yat-sen University, were randomly divided into four sequential units and assigned to six teams with the same faculty...
2016: PloS One
T Kondrashova, D De Wan, M U Briones, P Kondrashov
INTRODUCTION: Patients have complex healthcare needs and typically require more than one healthcare discipline to address issues regarding their health. Interprofessional teams of healthcare professionals may be able to address these complex needs and improve patient outcomes by combining resources. To evaluate the feasibility of integrating ultrasound into a dental school curriculum to teach anatomy as part of an interprofessional education experience, the current study surveyed first-year dental students to determine their perceptions of the integration of ultrasound techniques into the curriculum...
April 4, 2016: European Journal of Dental Education: Official Journal of the Association for Dental Education in Europe
Mohamed Estai, Stuart Bunt
In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs...
March 17, 2016: Annals of Anatomy, Anatomischer Anzeiger: Official Organ of the Anatomische Gesellschaft
Simon Leveritt, Gerard McKnight, Kimberley Edwards, Margaret Pratten, Deborah Merrick
Anatomy teaching, once thought of as being the cornerstone of medical education, has undergone much change in the recent years. There is now growing concern for falling standards in medical graduates' anatomical knowledge, coupled with a reduction in teaching time and appropriately qualified teaching staff. With limited contact hours available to teach this important discipline, it is essential to consider what anatomy is taught within the medical curriculum to ensure it is fit for clinical practice. The views of medical students, junior doctors, and consultants were obtained from the University of Nottingham and the Trent Deanery in Nottingham, United Kingdom, to establish what core anatomical knowledge they feel medical students should study and assimilate during preclinical training...
October 2016: Anatomical Sciences Education
Ahmed Yaqinuddin, Muhammad Faisal Ikram, Muhammad Zafar, Nivin Sharaf Eldin, Muhammad Atif Mazhar, Sadia Qazi, Aftab Ahmed Shaikh, Akef Obeidat, Khaled Al-Kattan, Paul Ganguly
Anatomy has historically been a cornerstone in medical education regardless of specialty. It is essential for physicians to be able to perform a variety of tasks, including performing invasive procedures, examining radiological images, performing a physical examination of a patient, etc. Medical students have to be prepared for such tasks, and we can assist this by changing the way that we educate students in medical schools. Thus, newer medical curricula need to be designed according to needs of future physicians...
March 2016: Advances in Physiology Education
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