MedWorm.com provides a medical RSS filtering service. Over 6000 RSS medical sources are combined and output via different filters. This feed contains the latest items from the 'Anatomical Sciences Education' source. Fri, 19 Mar 2010 17:59:43 +0100 http://www.medworm.com/index.php?rid=3346335&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.146 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3346335 Tue, 09 Mar 2010 00:00:00 +0100 3346335 http://www.medworm.com/index.php?rid=3346339&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.141 This study tests the hypotheses that (1) the use of cadaveric computed tomography (CT) scans in the anatomy laboratory is positively associated with performance in the gross anatomy course and (2) dissection of the CT-scanned cadaver is positively associated with performance on this course. One hundred and seventy-nine first-year medical students enrolled in gross anatomy at Boston University School of Medicine were provided with CT scans of four cadavers, and students were given the opportunity to choose whether or not to use these images. The hypotheses were tested using logistic regression analysis adjusting for student demographic characteristics. Students who used the CT scans were more likely to score greater than 90% as an average practical examination score (odds ratio OR 3.6; 95% ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3346339 Mon, 08 Mar 2010 00:00:00 +0100 3346339 http://www.medworm.com/index.php?rid=3346338&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.145 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3346338 Mon, 08 Mar 2010 00:00:00 +0100 3346338 http://www.medworm.com/index.php?rid=3346337&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.142 Professionalism is a core competency of medical training that requires students to develop the skills of providing and receiving feedback. Our study evaluated the effectiveness of delivering feedback in a group setting compared with an individual setting. The first-year class of Mayo medical students (n = 49) enrolled in gross anatomy (in dissection teams), completed weekly anonymous evaluations of themselves and their teammates regarding seven aspects of professionalism (altruism, compassion, respect, honesty/integrity, responsibility, commitment to excellence, and self-reflection). Professionalism scores from these surveys were calculated using a six-point Likert scale. Students were also asked to comment on strengths and possible areas for improvement on each peer. At the midpoint of th... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3346337 Mon, 08 Mar 2010 00:00:00 +0100 3346337 http://www.medworm.com/index.php?rid=3346336&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.144 This viewpoint commentary focuses on a proposal for integrated anatomy education in undergraduate college from Dr. Darda published in the Anatomical Sciences Education. Although the proposal is for college level education, the proposal echoes some ideas proposed a century ago by Abraham Flexner when he wrote his report titled "Medical Education in the United States and Canada." It begins with an acknowledgement of the author's status as an outsider. There have been numerous calls for change in basic science education, particularly in medical education. Interestingly, however, the monumental reforms of the "Flexner Report" were impelled largely from outside the specific discipline of medical education. The commentary discussion then moves to observations about the proposal for Integrative A... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3346336 Mon, 08 Mar 2010 00:00:00 +0100 3346336 http://www.medworm.com/index.php?rid=3335112&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.139 Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user-friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content ca... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3335112 Fri, 05 Mar 2010 00:00:00 +0100 3335112 http://www.medworm.com/index.php?rid=3335113&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.140 This article describes a program that gives individuals interested in clinical and basic sciences practical experience working with cadavers. Participants are selected through an open application process and attend sessions focused on anatomical terminology, gross anatomy and radiography, and some of the educational applications of human cadavers. Dissection skills are honed during an intensive, two-day cadaver dissection and orthopedic workshop. Participants communicate the knowledge they gain through table-side discussions, reflect upon the experience during a memorial service, and submit written program evaluations. Additionally, the dissection and preparation of cadaveric materials accomplished in this course are used in the medical school gross anatomy course during the next academic ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3335113 Thu, 04 Mar 2010 00:00:00 +0100 3335113 http://www.medworm.com/index.php?rid=3314521&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.138 Described in this article is a novel device that facilitates study of the cross-sectional anatomy of the human head. In designing our device, we aimed to protect sections of the head from the destructive action of handling during anatomy laboratory while also ensuring excellent visualization of the anatomic structures. We used an electric saw to create 15-mm sections of three cadaver heads in the three traditional anatomic planes and inserted each section into a thin, perforated display box made of transparent acrylic material. The thin display boxes with head sections are kept in anatomical order in a larger transparent acrylic storage box containing formaldehyde solution, which preserves the specimens but also permits direct observation of the structures and their anatomic relationships ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3314521 Sat, 27 Feb 2010 00:00:00 +0100 3314521 http://www.medworm.com/index.php?rid=3298149&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.134 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3298149 Tue, 23 Feb 2010 00:00:00 +0100 3298149 http://www.medworm.com/index.php?rid=3298151&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.137 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3298151 Mon, 22 Feb 2010 00:00:00 +0100 3298151 http://www.medworm.com/index.php?rid=3298150&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.133 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3298150 Mon, 22 Feb 2010 00:00:00 +0100 3298150 http://www.medworm.com/index.php?rid=3283413&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.136 Pathology and anatomy are both sciences that contribute to the foundations of a successful medical career. In the past decade, medical education has undergone profound changes with the development of a core curriculum combined with student selected components. There has been a shift from discipline-based teaching towards problem-based learning. Both anatomy and pathology are perceived to have suffered from this educational shift. The challenge is to introduce methods of learning for these subjects into an integrated student-centered curriculum. The purpose of this study was to determine the prevalence of pathology in 12 donor cadavers in the dissecting room of the Bute Medical School, University of St Andrews. All of the cadavers had multiple pathologies (between three to four conditions) ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3283413 Thu, 18 Feb 2010 00:00:00 +0100 3283413 http://www.medworm.com/index.php?rid=3283414&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.135 The anatomy of the pelvis is complex, multilayered, and its three-dimensional organization is conceptually difficult for students to grasp. The aim of this project was to create an explorable and projectable stereoscopic, three-dimensional (3D) model of the female pelvis and pelvic contents for anatomical education. The model was created using cryosection images obtained from the Visible Human Project, in conjunction with a general-purpose three-dimensional segmentation and surface-rendering program. Anatomical areas of interest were identified and labeled on consecutive images. Each 2D slice was reassembled, forming a three-dimensional model. The model includes the pelvic girdle, organs of the pelvic cavity, surrounding musculature, the perineum, neurovascular structures, and the peritone... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3283414 Wed, 17 Feb 2010 00:00:00 +0100 3283414 http://www.medworm.com/index.php?rid=3254303&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.129 Gross anatomy affords physical therapy students an opportunity to discover human morphology by intimately studying the dead. Moreover, it also exposes future physical therapists to the humanistic aspects of the profession. In 2007, anatomy faculty decided to socialize students to the humanities with a new course requirement: Humanities in Gross Anatomy Project (HuGA) Project. At the end of the course, students, either individually or as a group, submitted a project that described how they had been personally touched by the donor's gift and how the gift contributed to their professional growth and education. The submission could be in the form of a narrative, poem, song, video, etc. All students met the three grading criteria that were established; thus taking the first step in socializing ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3254303 Tue, 09 Feb 2010 00:00:00 +0100 3254303 http://www.medworm.com/index.php?rid=3185189&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.128 The observation that anatomical course offerings have decreased in undergraduate biology curricula is supported by a survey of undergraduate institutions in the state of Washington. This reduction, due partially to increased emphasis in other areas of the biology curriculum, along with the lack of anatomy prerequisites for admission to most medical and dental schools, has resulted in many biology majors who have little or no exposure to the anatomical sciences. This is a disservice to our students who need to understand organismal form and function to better connect our rapidly expanding knowledge of life at the cell and molecular level to our understanding of the role of organisms in ecosystems and as the primary target of natural selection in evolutionary change. Undergraduate anatomical... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3185189 Tue, 19 Jan 2010 00:00:00 +0100 3185189 http://www.medworm.com/index.php?rid=3185190&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.127 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3185190 Mon, 18 Jan 2010 00:00:00 +0100 3185190 http://www.medworm.com/index.php?rid=3175680&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.125 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3175680 Fri, 15 Jan 2010 00:00:00 +0100 3175680 http://www.medworm.com/index.php?rid=3148923&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.124 The gross anatomy dissection course is a cost-intensive piece of undergraduate medical education that students and professionals alike describe as very important within the overall medical curriculum. We sought to understand more explicitly students' valuation of gross anatomy as an "important" course and so developed a quantitative longitudinal questionnaire. Medical students (n = 124) enrolled in the winter term 2006/2007 gross anatomy course at the Ulm University Faculty of Medicine were surveyed anonymously prior to, in the middle of, and at the end of the dissection course. Subgroups of students expressing rising or falling opinions of course value were identified and correlated with student opinions about the course's ability to convey professional competencies. Five-point Likert sca... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3148923 Thu, 07 Jan 2010 00:00:00 +0100 3148923 http://www.medworm.com/index.php?rid=3148922&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.126 Peer-assisted learning as de rigueur is reverberating in medical institutions around the world. Anatomy classroom activities are challenging and different, and the stressful environment of dissection rooms poses a greater challenge than what can be addressed through peer-assisted learning. It is here that "near-peer role modeling" is not only likely to be more useful, both to the students as well as their near-peer teachers, but also holds the answer to the worsening faculty shortage in anatomy education. Anat Sci Educ, 2010. © 2010 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3148922 Thu, 07 Jan 2010 00:00:00 +0100 3148922 http://www.medworm.com/index.php?rid=3089101&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.123 Students enrolled in the Optometry program at the University of Manchester are required to take a functional anatomy course during the first year of their studies. Low mean scores in the written examination of this unit for the past two academic years energized staff to rethink the teaching format. Interactive sessions lasting 20 minutes each were introduced during the two hour lecture sessions. In these sessions students reinforced their anatomical knowledge learned in lectures, through playing games such as anatomy bingo and solving anatomical anagrams. In addition, five e-learning modules were also introduced for students to complete in their own time. A pre- and postcourse questionnaire were distributed to obtain student views on their expectations of the course and interactive session... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3089101 Tue, 15 Dec 2009 00:00:00 +0100 3089101 http://www.medworm.com/index.php?rid=3012201&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.120 This article describes a combination of anatomy testing and grading strategies to allow "at risk" (borderline failing) students an opportunity to remediate their lowest set of examination scores and pass their anatomy course. An alternative electronic practical examination for these students provided flexibility in laboratory scheduling, thereby increasing laboratory access for other students taking concurrent courses. Specifically, the electronic examinations allowed for a reduction in the amount of time the cadaver laboratory is locked down for examination purposes. Masters-level occupational therapy (MOT) students, physician assistant students (MPA), and doctoral level physical therapy (DPT) students participated in a prosection-based human cadaver laboratory and take cadaver-based prac... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3012201 Fri, 20 Nov 2009 00:00:00 +0100 3012201 http://www.medworm.com/index.php?rid=3007904&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.118 This study sought to measure the quality of a clinical anatomy multiple-choice final examination using item response theory (IRT) models. One hundred seventy-six students took a multiple-choice clinical anatomy examination. One- and two-parameter IRT models (difficulty and discrimination parameters) were used to assess item quality. The two-parameter IRT model demonstrated a wide range in item difficulty, with a median of -1.0 and range from -2.0 to 0.0 (25th to 75th percentile). Similar results were seen for discrimination (median 0.6; range 0.4-0.8). The test information curve achieved maximum discrimination for an ability level one standard deviation below the average. There were 15 items with standardized loading less than 0.3, which was due to several factors: two items had two correc... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=3007904 Thu, 19 Nov 2009 00:00:00 +0100 3007904 http://www.medworm.com/index.php?rid=2999391&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.119 One hundred and thirty-three preclinical medical students participated in 24 focus groups over the period 2007-2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structures to be an educationally beneficial learning activity. Data were analyzed using a grounded theory approach. Five principal themes emerged: (1) body painting as a fun learning activity, (2) body painting promoting retention of knowledge, (3) factors contributing to the memorability of body painting, (4) removal from comfort zone, and (5) the impact of body painting on students' future clinical practice. Students perceive body painting to be a fun learning activity, which aids their retention of the anatomical knowledge acquired during the sessi... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2999391 Tue, 17 Nov 2009 00:00:00 +0100 2999391 http://www.medworm.com/index.php?rid=2970148&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.116 This study provides support for the implementation of multiple laboratory sessions using cadavers into a uniform curriculum for physical therapy students in Japan. Anat Sci Educ. © 2009 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2970148 Sat, 07 Nov 2009 00:00:00 +0100 2970148 http://www.medworm.com/index.php?rid=2962969&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.115 Advances in computer and interface technologies have made it possible to create three-dimensional (3D) computerized models of anatomical structures for visualization, manipulation, and interaction in a virtual 3D environment. In the past few decades, a multitude of digital models have been developed to facilitate complex spatial learning of the human body. However, there is limited empirical evidence to guide the development and integration of effective computer models for teaching and learning. The purpose of this article is to describe the development of a dynamic head and neck model with flexible displays (2D, 3D, and stereoscopic 3D) and interactive control features that can be later used to design and test the efficacy of computer models as a means of improving student learning. The m... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2962969 Thu, 05 Nov 2009 00:00:00 +0100 2962969 http://www.medworm.com/index.php?rid=2962971&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.114 Almost 12 years since the publishing of Terminologia Anatomica (TA) by the Federative Committee on Anatomical Terminology (FCAT), there has yet to be a unified adoption of FCAT-recommended anatomical terms by North American anatomists. A survey was sent to members of the Human Anatomy & Physiology Society (HAPS) to compare the frequency of FCAT term usage with a previous study involving the American Association of Anatomists (AAA). The HAPS differed from AAA in being composed mostly of biologists (56.5%) who teach anatomy with only 18.3% of respondents having terminal degrees in anatomy. The survey included the same 25 sets of synonymic names for selected gross anatomical structures or related terms used for the AAA survey. Overall results indicate that the FCAT preferred term had the high... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2962971 Wed, 04 Nov 2009 00:00:00 +0100 2962971 http://www.medworm.com/index.php?rid=2962970&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.117 At most institutions, education in the anatomical sciences has undergone several changes over the last decade. To identify the changes that have occurred in gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses, directors of these courses were asked to respond to a survey with questions pertaining to total course hours, hours of lecture, and hours of laboratory, whether the course was part of an integrated program or existed as a stand-alone course, and what type of laboratory experience occurred in the course. These data were compared to data obtained from a similar survey in 2002. Comparison between the data sets suggests several key points some of which include: decreased total hours in gross anatomy and neuroscience/neuroanatomy courses, increased use of... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2962970 Wed, 04 Nov 2009 00:00:00 +0100 2962970 http://www.medworm.com/index.php?rid=2915959&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.113 This study investigated what professionalism attitudes, if any, change during a gross anatomy course. Additionally, the influence of four dichotomous variables related to student identity and preparation for medical school were analyzed for their effect on professionalism attitudes. A cross-sectional time-one (T1; beginning of the course), time-two (T2; end of the course) study using the Penn State College of Medicine Survey of Professionalism was conducted. A multivariate analysis of variance identified the main effects and interaction effects of categorical variables. A Mann Whitney U test verified significant differences. This study found a reprioritization of professionalism attitudes in favor of altruism (P = 0.04 with a Cohen's d = 0.26) at T2. Female students (P = 0.03, Cohen's d = ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2915959 Wed, 21 Oct 2009 23:00:00 +0100 2915959 http://www.medworm.com/index.php?rid=2868783&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.111 Previous studies have shown that anatomy students who complete oral laboratory presentations believe they understand the material better and retain it longer than they otherwise would if they only took examinations on the material; however, we have found no studies that empirically test such outcomes. The purpose of this study was to assess the effectiveness of oral presentations through comparisons with other methods of assessment, most notably, examination performance. Specifically, we tested whether students (n = 256) performed better on examination questions on topics covered by their oral presentations than on other topics. Each student completed two graded, 12-minute laboratory presentations on two different assigned topics during the course and took three examinations, each of which... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2868783 Tue, 06 Oct 2009 23:00:00 +0100 2868783 http://www.medworm.com/index.php?rid=2831955&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.109 Traditional methods of teaching anatomy to undergraduate medical and veterinary students are being challenged and need to adapt to modern concerns and requirements. There is a move away from the use of cadavers to new technologies as a way of complementing the traditional approaches and addressing resource and ethical problems. Haptic (touch) technology, which allows the student to feel a 3D computer-generated virtual environment, provides a novel way to address some of these challenges. To evaluate the practicalities and usefulness of a haptic simulator, first year veterinary students at the Royal Veterinary College, University of London, were taught basic bovine abdominal anatomy using a rectal palpation simulator: "The Haptic Cow." Over two days, 186 students were taught in small groups... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2831955 Thu, 24 Sep 2009 23:00:00 +0100 2831955 http://www.medworm.com/index.php?rid=2807419&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.108 Medical students state the need for a clinically oriented anatomy class so to maximize their learning experience. We hypothesize that the first-year medical students, who take the Surgical Clinical Correlates in Anatomy program, will perform better than their peers in their anatomy course, their surgical clerkships and ultimately choose surgical residencies. We designed and recently implemented this program for first-year medical students. It consisted of General Surgical Knowledge, Orthopedic Surgery, Plastic Surgery, Urology, Cardiothoracic Surgery, General Surgery, Vascular Surgery, and Ear, Nose, and Throat (ENT) sessions. Each session had defined learning objectives and interactive cadaveric operations performed by faculty members and students. The program was elective and had 25 part... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2807419 Thu, 17 Sep 2009 23:00:00 +0100 2807419 http://www.medworm.com/index.php?rid=2807420&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.107 This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2807420 Wed, 16 Sep 2009 23:00:00 +0100 2807420 http://www.medworm.com/index.php?rid=2796296&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.110 This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first- and second-year medical students and evaluates the perceptions of the near-peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first- and second-year students, w... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2796296 Mon, 14 Sep 2009 23:00:00 +0100 2796296 http://www.medworm.com/index.php?rid=2781876&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.104 Traditional dissection teaching is being reduced in a number of medical schools, particularly in the United Kingdom. In response to this, 12 medical students from Warwick University, UK, traveled to the Island of Grenada for an intensive extracurricular dissection course at St. George's University. This course not only benefited the host university through the creation of prosections for teaching but also allowed the participants to completely immerse themselves in anatomical study, by developing their dissection skills and consolidating anatomical knowledge. We believe that similar courses could be easily implemented by other medical schools, thereby allowing future students to keep traditional dissection alive. Anat Sci Educ 2009. © 2009 American Association of Anatomists. (Source: Anat... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2781876 Wed, 09 Sep 2009 23:00:00 +0100 2781876 http://www.medworm.com/index.php?rid=2781877&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.102 The debate around which factors drive medical students' learning is ongoing and controversial. What is the influence of an assessment's weighting on the motivation of students to study the particular subject? One medical school in London is in a unique position to investigate this question. At our institution, the weighting of Anatomy within the overall scheme of assessment has changed twice in recent years, a trend of increased weighting. This enabled a comparative investigation into the effect these changes have had on the students' motivation to learn Anatomy. A five-point Likert-scale questionnaire survey was used to evaluate students. A section within a broad survey of Anatomy teaching and learning at our institution was dedicated to the evaluation of the amount of weighting Anatomy r... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2781877 Tue, 08 Sep 2009 23:00:00 +0100 2781877 http://www.medworm.com/index.php?rid=2778251&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.105 This study compares overall laboratory averages and individual test scores along with a student survey to determine the effects of using virtual microscopy in place of optical microscopes in a large undergraduate human anatomy course. T-tests revealed that the first two laboratory examinations (of four) and the overall laboratory averages were significantly increased compared with the previous year. We hypothesize that this is due to students' ability to use and understand the technology quickly as opposed to learning how to maneuver an optical microscope. Students also responded positively in a survey about the virtual microscope, indicating that increased accessibility, ease of use, and the ability to understand the material were important components of the virtual microscope. In additio... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2778251 Tue, 08 Sep 2009 23:00:00 +0100 2778251 http://www.medworm.com/index.php?rid=2778250&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.106 Preparation of tests and student's assessment by the instructor are time consuming. We address these two tasks in neuroanatomy education by employing a digital media application with a three-dimensional (3D), interactive, fully segmented, and labeled brain atlas. The anatomical and vascular models in the atlas are linked to Terminologia Anatomica. Because the cerebral models are fully segmented and labeled, our approach enables automatic and random atlas-derived generation of questions to test location and naming of cerebral structures. This is done in four steps: test individualization by the instructor, test taking by the students at their convenience, automatic student assessment by the application, and communication of the individual assessment to the instructor. A computer-based appli... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2778250 Tue, 08 Sep 2009 23:00:00 +0100 2778250 http://www.medworm.com/index.php?rid=2761680&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.103 The debate surrounding the use of cadavers in teaching anatomy has focused almost exclusively on the pedagogic role of cadaver dissection in medical education. The aim of this study was to explore the wider aspects of a body bequest program for teaching and research into gross anatomy in a University setting. A retrospective audit was undertaken on body donation and the use of cadaver specimens for teaching and research at our institution between 1876 and 2009. The body bequest program, first established in 1943, now receives more than 40 donations per year. In addition to the medical course, nine other University degrees and courses currently use cadaver specimens for gross anatomy; four of these are research degrees and the remainder undergraduate degrees and courses. The use of cadaver ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2761680 Wed, 02 Sep 2009 23:00:00 +0100 2761680 http://www.medworm.com/index.php?rid=2715790&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.101 This study demonstrates the need for increased communication between team leaders and members, along with creation of a mutually respectful environment, to improve leader awareness of their abilities and foster team success. Anat Sci Educ 2009. © 2009 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2715790 Wed, 19 Aug 2009 23:00:00 +0100 2715790 http://www.medworm.com/index.php?rid=2708927&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.100 A trend in medical schools across the United States is the refurbishing of histology laboratories with digital microscopy systems. Although such systems may reduce curricular time, they do not teach basic microscope skills, and students who learn solely with these systems may be less prepared for their practices or specialties, particularly in rural areas that may not be equipped with digital microscope technology. At the West Virginia School of Osteopathic Medicine (WVSOM), students are trained to practice in a wide variety of environments, especially rural areas. A research survey was conducted to gather information for evidence-based decisions about histology education at WVSOM. The survey asked a range of questions concerning histology knowledge, tissue preparation, and microscopy. Res... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2708927 Mon, 17 Aug 2009 23:00:00 +0100 2708927 http://www.medworm.com/index.php?rid=2681727&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.97 Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem-based learning (PBL). The faculty facilitated small group discussion format traditionally used for PBL is a significant challenge for faculty and facilities with a large class. To provide inductive learning to a large class early in the preclerkship curriculum, a series of online, case-based tutorials was created using the method of inquiry-based learning. The tutorial paradigm is designed to challenge students through a guided inquiry process in which clinical skills and basic science information ar... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2681727 Fri, 07 Aug 2009 23:00:00 +0100 2681727 http://www.medworm.com/index.php?rid=2645068&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.96 Reciprocal peer teaching (RPT), wherein students alternate roles as teacher and learner, has been applied in several educational arenas with varying success. Here, we describe the implementation of a reciprocal peer teaching protocol in a human gross anatomy laboratory curriculum. We compared the outcomes of the RPT class with those of previous classes in which RPT was not employed. Objective data (i.e., course grades) show no significant differences in gross anatomy laboratory grades between students in the RPT and non-RPT classes. To subjectively evaluate the relative success of RPT in the laboratory, we analyzed student opinions obtained through anonymous surveys. These data show that a powerful majority of student respondents felt that RPT was beneficial and should be used in future cl... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2645068 Mon, 27 Jul 2009 23:00:00 +0100 2645068 http://www.medworm.com/index.php?rid=2645069&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.95 Much research has shown the benefits of additional anatomical learning and dissection beyond the first year of medical school human gross anatomy, all the way through postgraduate medical training. We have developed an interactive method for teaching eye and orbit anatomy to medical students in their ophthalmology rotation at Duke University School of Medicine. We provide review lectures on the detailed anatomy of the adult human eye and orbit as well as the developmental anatomy of the eye. These lectures are followed by a demonstration of the anatomy of the orbit using conventional frontal and superior exposures on a prosected human cadaver. The anatomy is projected onto a large LCD screen using a mounted overhead camera. Following a brief lecture on clinically relevant anatomy, each stu... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2645069 Sun, 26 Jul 2009 23:00:00 +0100 2645069 http://www.medworm.com/index.php?rid=2605835&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.94 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2605835 Wed, 15 Jul 2009 23:00:00 +0100 2605835 http://www.medworm.com/index.php?rid=2598073&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.93 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2598073 Mon, 13 Jul 2009 23:00:00 +0100 2598073 http://www.medworm.com/index.php?rid=2584002&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.92 We incorporated clay modeling into gross anatomy and neuro-anatomy courses to help students understand cross-sectional anatomy. By making clay models, cutting them and comparing cut surfaces to CT and MR images, students learned how cross-sectional two-dimensional images were created from three-dimensional structure of human organs. Most students in a clay modeling group responded positively to this approach, and their average score on CT examination was higher than that of a group that did not use clay models. Clay modeling appears to be a useful supplement to conventional anatomy or radiologic anatomy education. It can be applied to any part of human body, and its effectiveness will be greater when a more complicated understanding of cross-sectional anatomy is required. Anat Sci Ed, 2009... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2584002 Wed, 08 Jul 2009 23:00:00 +0100 2584002 http://www.medworm.com/index.php?rid=2570034&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.91 In this study, we evaluated student perceptions of TBL by using a survey that elicited perceptions of both pedagogy and mode of learning. Anatomy lectures were replaced with required preclass readings, self-assessment quizzes, small group discussions of assignments, and groups retaking the same quizzes for deeper learning. At the course conclusion, students were surveyed to assess their preference for TBL, their perceptions of TBL effectiveness, and their perceptions of successful interpersonal relationships within groups. Respondents (n = 317; 89% response) were asked to rate the extent that they agreed (-2 = strongly disagree; -1 = disagree; 0 = neutral; 1 = agree; and 2 = strongly agree). A principal components factor analysis with varimax rotation identified two 8-item factors: "percep... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2570034 Sat, 04 Jul 2009 23:00:00 +0100 2570034 http://www.medworm.com/index.php?rid=2427820&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.82 In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from [sim]50 to 99 in Equivalent National Tertiary Entrance Rank (ENTER) scores. Under the previous structure, students in different courses completed a variety of different subjects at first year. Concern about the ability of such disparate groups to complete a common first year led to the current investigation of the relationships between year 12 (final year of secondary school) science subjects and performance in first year university bioscience subjects. Year 12 results for all ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2427820 Thu, 21 May 2009 04:00:00 +0100 2427820 http://www.medworm.com/index.php?rid=2427823&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.83 It has been 10 years since the Federative Committee on Anatomical Terminology (FCAT) published Terminologia Anatomica (TA), the current authority on anatomical nomenclature. There exists a perceived lack of unity among anatomists to adopt many FCAT recommended anatomical terms in TA. An e-mail survey was sent to members of the American Association of Anatomists (AAA) to determine the frequency of FCAT term usage by North American anatomists. The survey consisted of 29 questions, including 25 different sets of synonymic names for selected gross anatomical structures or related terms. Overall results indicate that the FCAT preferred term had the highest frequency of usage in only 44.0% of the survey questions. As frequency of use of FCAT terms decreased, the corresponding frequency of use of... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2427823 Wed, 20 May 2009 04:00:00 +0100 2427823 http://www.medworm.com/index.php?rid=2427822&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.86 Managing a whole body donor program is necessary for facilitating a traditional dissection-based anatomy curriculum in medicine and health sciences. Factors which influence body donations to medical science can therefore affect dissection-based anatomy teaching. In order to determine whether age influences the attitudes of medical students to donations, this study surveyed, by Likert-type questionnaires, first-year graduate-entry medical students attending a dissection-based anatomy course. In contrast to attitudes among younger traditional-entry medical students, initial support for whole body donation by an unrelated stranger (83.8%), a family member (43.2%) or by the respondent (40.5%) did not decrease among graduate-entry medical students after exposure to dissection although there was... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2427822 Wed, 20 May 2009 04:00:00 +0100 2427822 http://www.medworm.com/index.php?rid=2427821&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.80 Inexact measurements can have devastating effects in sciences where precision is of paramount importance. In contrast, morphological sciences rely heavily on description, comparison, and estimation to make meaningful inferences about the structure of humans and other animals. A review of the 1918 edition of Gray's Anatomy shows that the tendency to approximate was as marked nearly a century ago as it is today. Occasionally, objects of comparison may themselves become obsolete, necessitating changes in descriptive terminology. Anat Sci Ed, 2009. © 2009 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2427821 Wed, 20 May 2009 04:00:00 +0100 2427821 http://www.medworm.com/index.php?rid=2416194&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.81 Anatomy is recognized to play a central role in the education and training of clinicians, healthcare professionals, and scientists. However, in recent years, the perceived decline in popularity of anatomy has led to a deficiency in the numbers of new anatomy educators. The tide is now turning with anatomy once again taking its rightful place in a wide of variety of disciplines, and therefore it is imperative that a new generation of anatomists is in place to meet this need. In response, the Anatomical Society of Great Britain and Ireland has made the training of the next set of anatomists, one of its strategic priorities, and in collaboration with the American Association of Anatomists has developed a dedicated Training Program. The overall aim of the Program is to provide trainees with th... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2416194 Mon, 18 May 2009 04:00:00 +0100 2416194 http://www.medworm.com/index.php?rid=2416195&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.79 This study suggests that a better understanding of gross anatomy was gained from a course of longer duration (18 months with 915 contact hr vs. 12 months with 671 contact hr). Students who completed the longer anatomy course had greater appreciation of the need for clinically oriented anatomy teaching and dissection. Anat Sci Ed, 2009. © 2009 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2416195 Mon, 11 May 2009 04:00:00 +0100 2416195 http://www.medworm.com/index.php?rid=2402941&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.78 Maximum intensity and volume rendered CT displays of caput medusae are provided to demonstrate both the anatomy and physiology of this portosystemic shunt associated with portal hypertension. Anat Sci Ed 2009. © 2009 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2402941 Mon, 11 May 2009 04:00:00 +0100 2402941 http://www.medworm.com/index.php?rid=2402942&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.77 Anatomy education in Pakistan is facing many of the same challenges as in other parts of the world. Roughly, a decade ago, all medical and dental colleges in Pakistan emphasized anatomy as a core basic discipline within a traditional medical science curriculum. Now institutions are adopting problem based learning (PBL) teaching philosophies, and since medical colleges in Pakistan first introduced PBL curricula that expose the basic sciences primarily in clinical contexts, the methods and extent of anatomy teaching have been topics of much debate. Many claim that PBL curricula dilute basic science education, especially anatomy. At the same time, classically trained faculty members with PhD in anatomy have become nearly extinct in Pakistan, with only four working in country. A third challeng... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2402942 Thu, 07 May 2009 04:00:00 +0100 2402942 http://www.medworm.com/index.php?rid=2330339&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.75 Operative laparoscopy has progressed rapidly in recent years, and this alternative to the conventional approach for abdominal surgery has allowed the description of new planes, spaces, and anatomic references as a result of the artificial rupture of the "anatomical continuum." Magnified laparoscopic views and the ability to deeply explore anatomic features better demonstrate the basic anatomy. Therefore, even as laparoscopy requires a more profound knowledge of basic anatomy, it enhances our understanding of this anatomy. Current technology for recording and editing video-taped sequences facilitates presentation on screen and can detail all aspects of interest, making such videos high value educational material for learners. Likewise, the experimental surgical laboratory is an indispensabl... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2330339 Fri, 10 Apr 2009 04:00:00 +0100 2330339 http://www.medworm.com/index.php?rid=2330338&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.74 Learning embryology remains difficult, since it requires understanding of many complex phenomena. The temporal evolution of developmental events has classically been illustrated using cartoons, which create difficulty in linking spatial and temporal aspects, such correlation being the keystone of descriptive embryology. We synthesized the bibliographic data from recent studies of atrial septal development. On the basis of this synthesis, consensus on the stages of atrial septation as seen in the human heart has been reached by a group of experts in cardiac embryology and pediatric cardiology. This has permitted the preparation of three-dimensional (3D) computer graphic objects for the anatomical components involved in the different stages of normal human atrial septation. We have provided ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2330338 Fri, 10 Apr 2009 04:00:00 +0100 2330338 http://www.medworm.com/index.php?rid=2330337&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.76 This study tested a new virtual reality (VR) technique for anatomy learning based on virtual contrast injection. The aim was to assess whether students value this new three-dimensional (3D) visualization method as a learning tool and what value they gain from its use in reaching their anatomical learning objectives. Several 3D vascular VR models were created using an interactive segmentation tool based on the "virtual contrast injection" method. This method allows users, with relative ease, to convert computer tomography or magnetic resonance images into vivid 3D VR movies using the OsiriX software equipped with the CMIV CTA plug-in. Once created using the segmentation tool, the image series were exported in Quick Time Virtual Reality (QTVR) format and integrated within a web framework of ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2330337 Fri, 10 Apr 2009 04:00:00 +0100 2330337 http://www.medworm.com/index.php?rid=2300976&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.73 Cultural influences on anatomy teaching and learning have been investigated by application of a questionnaire to medical students in British and Chinese Medical Schools. Results from the responses from students of the two countries were analyzed. Both groups found it easier to understand anatomy in a clinical context, and in both countries, student learning was driven by assessment. Curriculum design differences may have contributed to the British view wherein students were less likely to feel time pressure and enjoyed studying anatomy more than their Chinese counterparts. Different teaching approaches resulted in British students being more likely to recite definitions to learn, and the Chinese students found learning from cross-sectional images easy. Cultural differences may account for ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2300976 Sun, 05 Apr 2009 04:00:00 +0100 2300976 http://www.medworm.com/index.php?rid=2300978&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.71 Gross anatomy is not only a rite of passage for medical students as they enter the world of practicing medicine but may also be an unrecognized fork in the road in their pursuit of choosing a medical specialty. Otolaryngology: head and neck surgery tends to be poorly represented in medical school curriculum, often only offered as an elective rotation. However, head and neck anatomy remains a constant in most medical schools, granting some exposure to otolaryngology whether students realize it or not. A common thread among most head and neck surgeons in their decision to pursue this surgical specialty is a love for head and neck anatomy, spawned in that first year gross anatomy course. This first and potentially only exposure to otolaryngology should be optimized, as it can have a profound ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2300978 Fri, 03 Apr 2009 04:00:00 +0100 2300978 http://www.medworm.com/index.php?rid=2300977&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.72 Examination of histologic and histopathologic microscopic sections relies upon differential colors provided by staining techniques, such as hematoxylin and eosin, to delineate normal tissue components and to identify pathologic alterations in these components. Given the prevalence of color deficiency (commonly called "color blindness") in the general population, it is likely that this reliance upon color differentiation poses a significant obstacle for several medical students beginning a course of study that includes examination of histologic slides. In the past, first-year medical students at Michigan State University who identified themselves as color deficient were encouraged to use color transparency overlays or tinted contact lenses to filter out problematic colors. Recently, however... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2300977 Fri, 03 Apr 2009 04:00:00 +0100 2300977 http://www.medworm.com/index.php?rid=2184339&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.69 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2184339 Sat, 14 Feb 2009 05:00:00 +0100 2184339 http://www.medworm.com/index.php?rid=2184340&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.67 A simple dissection guide for the conduction system of the human heart is shown. The atrioventricular (AV) node, AV bundle, and right bundle branch were identified in a formaldehyde-fixed human heart. The sinu-atrial (SA) node could not be found, but the region in which SA node was contained was identified using the SA nodal artery. Gross anatomical observation of the conduction system is useful for understanding the structure and function of the heart. Anat Sci Ed, 2009. © 2009 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2184340 Thu, 12 Feb 2009 05:00:00 +0100 2184340 http://www.medworm.com/index.php?rid=2153363&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.63 The knee is one of the most frequently injured joints of the human body with injuries affecting the general population and the athletic population of many age groups. Dissection procedures for the knee joint typically do not allow unobstructed visualization of the anterior cruciate or posterior cruciate ligaments without sacrificing the collateral ligaments. In many cases, the relationships of the intraarticular structures are lost as dissection systematically removes superficial structures to gain access to deeper structures. The authors present an alternative technique for dissection of the human knee joint that allows maximal visualization of intraarticular structures such as the cruciate ligaments and menisci with minimal disturbance to the tibial and fibular collateral ligaments, thus... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2153363 Tue, 03 Feb 2009 05:00:00 +0100 2153363 http://www.medworm.com/index.php?rid=2153365&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.61 This study demonstrated that clay modeling is more effective than cat dissection for learning human muscles at the community college level. Anat Sci Ed, 2009. © 2009 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2153365 Mon, 02 Feb 2009 05:00:00 +0100 2153365 http://www.medworm.com/index.php?rid=2153364&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.62 There are concerns in the literature that the use of case-based teaching of anatomy could be compromising the depth and scope of anatomy learned by students in a problem-based learning curriculum. Poor selection of clinical cases that are used as vehicles for teaching/learning anatomy may be the root problem because some clinical cases do not provide enough opportunities to learn anatomy and are, therefore, inappropriate for case-based teaching. Although anatomy educators are expected to respond to the identified deficiencies of case-based anatomy teaching, making sure that students acquire sufficient anatomical knowledge to practice safely and successfully, there are no tools available that can help improve the selection of clinical cases for case-based teaching. The author proposes a com... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2153364 Mon, 02 Feb 2009 05:00:00 +0100 2153364 http://www.medworm.com/index.php?rid=2113830&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.60 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2113830 Thu, 04 Dec 2008 05:00:00 +0100 2113830 http://www.medworm.com/index.php?rid=2113829&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.54 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2113829 Thu, 04 Dec 2008 05:00:00 +0100 2113829 http://www.medworm.com/index.php?rid=2113828&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.57 Traditional medical school curricula have made a clear demarcation between the basic biomedical sciences and the clinical years. It is our view that a comprehensive medical education necessarily involves an increased correlation between basic science knowledge and its clinical applications. A basic anatomy course should have two main objectives: for the student to successfully gain a solid knowledge base of human anatomy and to develop and hone clinical reasoning skills. In a basic anatomy course, clinical case discussions based on underlying anatomic anomalies or abnormalities are the major means to teach students clinical reasoning skills. By identifying, classifying, and analyzing the clinical data given, a student learns to methodically approach a clinical case and formulate plausible ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2113828 Thu, 04 Dec 2008 05:00:00 +0100 2113828 http://www.medworm.com/index.php?rid=2113827&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.59 Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education. Student attitudes and effectiveness of IPE in the context of a combined gross anatomy course for first-year students in Doctor of Physical Therapy (DPT) and Doctor of Medicine (MD) degrees curricula were evaluated. Integrated teams of MD and DPT students participated in part of the gross anatomy dissection course at Mayo Medical School. A survey was administered to 42 MD and 28 DPT students that assessed their attitudes toward IPE and cooperation among health care pro... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2113827 Thu, 04 Dec 2008 05:00:00 +0100 2113827 http://www.medworm.com/index.php?rid=2113826&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.56 The purpose of this project was to develop Web-based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross-sections that represent different "slices" of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format - lecture combined with printed diagrams, text, and existing computer animations - with customized, guided, Web-based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2113826 Thu, 04 Dec 2008 05:00:00 +0100 2113826 http://www.medworm.com/index.php?rid=2113825&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.55 This study examined the effects of a new series of interactive learning modules for preclinical medical education, specifically in the areas of quiz performance, perceived difficulty of concepts, study time, and perceived stress level. We randomly allocated 102 medical student volunteers into control and experimental groups. All participants studied selected anatomical and physiologic concepts using existing material (lecture notes, textbooks, etc.), while those in the experimental groups used the new interactive modules as well. All participants completed a quiz to test their knowledge of the assigned concepts and a survey to assess their subjective experiences in studying with the modules. We found a trend toward higher quiz scores in the experimental group relative to the control group,... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=2113825 Thu, 04 Dec 2008 05:00:00 +0100 2113825 http://www.medworm.com/index.php?rid=1953092&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.53 The implementation of virtual microscopy in the teaching of pathology at the Bloomington, Indiana extension of the Indiana University School of Medicine permitted the assessment of student attitudes, use and academic performance with respect to this new technology. A gradual and integrated approach allowed the parallel assessment with respect to both the virtual and optical microscopes. Student survey data indicated that the virtual imaging technology was enthusiastically received, and aggregate grade comparisons with the previous classes showed no decrease in content mastery. Survey questions assessing a variety of parameters reveal improved time and resource utilization, as well as increased student collaboration. Even so, 50% of the respondents indicated having both optical and virtual ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1953092 Wed, 12 Nov 2008 05:00:00 +0100 1953092 http://www.medworm.com/index.php?rid=1953093&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.52 Despite reductions in the importance, time committed to, and status of anatomical education in modern medical curricula, anatomical knowledge remains a cornerstone of medicine and related professions. Anatomists are therefore presented with the challenge of delivering required levels of core anatomical knowledge in a reduced time-frame and with fewer resources. One common response to this problem is to reduce the time available for students to interact with human specimens (either via dissection or handling of prosected material). In some curricula, these sessions are replaced with didactic or problem-based approaches focussed on transmitting core anatomical concepts. Here, I propose that the adoption of philosophical principles concerning the relationship and differences between "direct e... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1953093 Tue, 11 Nov 2008 05:00:00 +0100 1953093 http://www.medworm.com/index.php?rid=1803389&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.48 The University of California at Davis School of Medicine offers a prematriculation program to nontraditional students. As part of the program, students take a 7-day course on the gross anatomy of the upper limb that concludes with a written examination and a practical examination based on prosections. Here, the performance of students who took the course from 2002 to 2004 (n = 48) is compared with their performance in the medical gross anatomy course as well as their performance on Step 1 of the United States Medical Licensing Examination (USMLE). Both rank in the prematriculation program's anatomy course and the score on the examination were correlated (significant at the 0.01 level) with performance on the medical gross anatomy midterm and final examinations, the overall final grade, and... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1803389 Thu, 18 Sep 2008 04:00:00 +0100 1803389 http://www.medworm.com/index.php?rid=1803391&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.45 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1803391 Wed, 17 Sep 2008 04:00:00 +0100 1803391 http://www.medworm.com/index.php?rid=1803390&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.46 At the Medical College of Wisconsin, a procedure was developed to allow computerized grading and grade reporting of laboratory practical examinations in the Clinical Human Anatomy course. At the start of the course, first year medical students were given four Lists of Structures. On these lists, numbered items were arranged alphabetically; the items were anatomical structures that could be tagged on a given lab practical examination. Each lab exam featured an anatomy laboratory component and a computer laboratory component. For the anatomy lab component, students moved from one question station to another at timed intervals and identified tagged anatomical structures. As students identified a tagged structure, they referred to a copy of the list (provided with their answer sheet) and wrote... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1803390 Wed, 17 Sep 2008 04:00:00 +0100 1803390 http://www.medworm.com/index.php?rid=1764772&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.44 This study surveyed perceptions of first-year DPT students in response to a peer teaching method, using a structured 10-item questionnaire and a five-point Likert scale. Second-year DPT peer teachers provided written reflections about the benefits and challenges of serving as a peer teacher. Results revealed that 13 planned peer-teaching experiences provided by four second-year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, peer teachers acknowledged acquiring clinically desirable teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of peer teaching to augment their ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1764772 Fri, 05 Sep 2008 04:00:00 +0100 1764772 http://www.medworm.com/index.php?rid=1764775&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.40 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1764775 Thu, 04 Sep 2008 04:00:00 +0100 1764775 http://www.medworm.com/index.php?rid=1764774&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.42 This study demonstrates that where dissection forms a part of anatomy teaching, students expect to learn anatomy by dissecting donors whom they do not know. As a potential donor population, students are reluctant to become emotionally involved in the donation process and are unwilling to become donors themselves. Anat Sci Ed, 2008. © 2008 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1764774 Thu, 04 Sep 2008 04:00:00 +0100 1764774 http://www.medworm.com/index.php?rid=1764773&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.43 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1764773 Thu, 04 Sep 2008 04:00:00 +0100 1764773 http://www.medworm.com/index.php?rid=1764777&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.37 For more than 40 years, concern has been expressed over the attrition rate of students in Ph.D. programs in American universities. Although there are a number of significant factors at work, attrition of doctoral students in sciences such as anatomy may lead to a dearth of trained teaching anatomists as well as research scientists in the anatomical sciences. Failure to complete the Ph.D. process including the dissertation carries a high cost, not only to the students who fail to complete their programs, but also to society at large due to the expenditure of scarce education resources. A variety of factors have been examined in the various studies, but two stands out of major interest for this article: student personality factors such as perseverance and the level of faculty mentoring/suppo... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1764777 Mon, 04 Aug 2008 04:00:00 +0100 1764777 http://www.medworm.com/index.php?rid=1764776&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.39 This article addresses two ethical questions in body donation. Why might people choose to donate their bodies to education and science? What sorts of ethical appeals might anatomists, physicians, and other health professionals make to patients and family members for anatomical donation? Two models of giving, egoistic and liberal, merit close examination. Anat Sci Ed, 2008. © 2008 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1764776 Mon, 04 Aug 2008 04:00:00 +0100 1764776 http://www.medworm.com/index.php?rid=1638250&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.41 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1638250 Fri, 18 Jul 2008 04:00:00 +0100 1638250 http://www.medworm.com/index.php?rid=1638249&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.35 This article originated from several studies investigating the knowledge of anatomy of students at the eight Dutch medical schools. The studies showed that undergraduate students uniformly perceived deficiencies in their anatomical knowledge when they started clinical training regardless of their school's didactic approach. A study assessing students' actual knowledge of clinical anatomy revealed no relationship between students' knowledge and the school's didactic approach. Test failure rates based on absolute standards set by different groups of experts were indicative of unsatisfactory levels of anatomical knowledge, although standards differed markedly between the groups of experts. Good test performance by students seems to be related to total teaching time for anatomy, teaching in cl... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1638249 Fri, 18 Jul 2008 04:00:00 +0100 1638249 http://www.medworm.com/index.php?rid=1638248&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.36 This study demonstrates the importance of integrating quality properties of usability with principles of human learning during the instructional design process for multimedia products. Anat Sci Ed 2008. © 2008 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1638248 Fri, 18 Jul 2008 04:00:00 +0100 1638248 http://www.medworm.com/index.php?rid=1638247&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.34 This study aimed to explore students' perceptions of the relevance of anatomy to speech pathology. The effect of two learning activities on students' perceptions was also evaluated. First, a written assignment required students to illustrate the relevance of anatomy to speech pathology by using an example selected from one of the four alternative structures. The second approach was the introduction of brief "scenarios" with directed questions into the practical class. The effects of these activities were assessed via two surveys designed to evaluate students' perceptions of the relevance of anatomy before and during the course experience. A focus group was conducted to clarify and extend discussion of issues arising from the survey data. The results showed that the students perceived some ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1638247 Fri, 18 Jul 2008 04:00:00 +0100 1638247 http://www.medworm.com/index.php?rid=1638246&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.38 The objective of this study is to describe the design, usage, and effect on examination performance of eight locally developed instructional anatomy videos. First-year UCSF medical students (n = 141) had access to the videos. They reported their video usage, reason for usage, and satisfaction. The prior year students (n = 141) served as a historical control group. Anatomy and radiology examination performance was compared between groups while controlling for prior performance. The students with and without access to the videos did not differ in examination performance. Sixty-one (43%) students in the experimental group responded to the survey. Of these, 79% reported using at least one video, viewing an average of 4.75 of the eight videos. They watched 3.27 (SD = 1.57, range 1-5) of the fiv... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1638246 Fri, 18 Jul 2008 04:00:00 +0100 1638246 http://www.medworm.com/index.php?rid=1638245&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.31 This article presents results from a longitudinal study following a cohort of medical students. Semistructured interviews are conducted every year, in which the students tell about their experiences learning medicine, their daily life, and their social activities in relation to university. The aim of the study is to analyze how medical students develop their professional competencies, values, and attitudes. This article focuses on the medical student's professional development in relation to the process of studying and learning anatomy. We analyze interviews conducted while the students are in their third and fifth semester. Anatomy plays a significant role in the medical student's educational process, on both a cognitive and emotional level. It seems that students in learning the subject ... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1638245 Fri, 18 Jul 2008 04:00:00 +0100 1638245 http://www.medworm.com/index.php?rid=1638244&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.33 Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first self-directed topic as they did in lecture-based material, but performance declined significantly on the second self-directed topic. Correlations showed that students who performed well in lecture-based topics also performed well on self-directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1638244 Fri, 18 Jul 2008 04:00:00 +0100 1638244 http://www.medworm.com/index.php?rid=1638243&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.32 The teaching of human anatomy has had to respond to significant changes in medical curricula, and it behooves anatomists to devise alternative strategies to effectively facilitate learning of the discipline by medical students in an integrated, applied, relevant, and contextual framework. In many medical schools, the lack of cadaver dissection as the primary method of learning is driving changes to more varied and novel learning and teaching methodologies. The present article describes the introduction and evaluation of a range of body painting exercises in a medical curriculum. Body painting was introduced into integrated clinical skills teaching sessions which included clinically important aspects of respiratory system, musculoskeletal system, and topics in regional anatomy including hea... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1638243 Tue, 01 Jul 2008 04:00:00 +0100 1638243 http://www.medworm.com/index.php?rid=1609189&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.23 No Abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609189 Mon, 19 May 2008 04:00:00 +0100 1609189 http://www.medworm.com/index.php?rid=1609188&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.27 No abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609188 Mon, 19 May 2008 04:00:00 +0100 1609188 http://www.medworm.com/index.php?rid=1609187&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.18 No Abstract. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609187 Mon, 19 May 2008 04:00:00 +0100 1609187 http://www.medworm.com/index.php?rid=1609186&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.24 Changes in anatomy education over the last two decades have, in large part, led to less emphasis on gross anatomy in the medical curriculum. This has led many to question whether streamlined anatomy courses truly provide adequate preparation for medical practice. Rather than wondering about the effects of these changes, we should be actively seeking answers and promoting understanding between professors, clinicians, and students about what anatomy education is and what it should be. Anat Sci Ed 1:133-134, 2008. © 2008 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609186 Mon, 19 May 2008 04:00:00 +0100 1609186 http://www.medworm.com/index.php?rid=1609185&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.29 The following study describes a creative application of anatomical principles in the instruction of self-defense. Undergraduates at the University of Kentucky were invited to a special lecture that featured a series of self-defense moves introduced by a local police officer. Following a demonstration of each self-defense tactic, the students were briefed on the anatomy of both the victim and the assailant that contributed to the overall effectiveness of each move. This approach was unique in that students learned critical knowledge of self-defense while reinforcing anatomical principles previously introduced in class. Moreover, this integration of topics prompted students to think about their response to potentially dangerous situations on campus. Anat Sci Ed 1:130-132, 2008. © 2008 Ameri... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609185 Mon, 19 May 2008 04:00:00 +0100 1609185 http://www.medworm.com/index.php?rid=1609184&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.25 The actions of the individual extraocular muscles are best explained to medical students in a lecture format by showing the relationship of each muscle to the axes of the globe and the walls of the bony orbit. The lateral and medial rectus muscles cross only the vertical axis, and consequently, cause only abduction and adduction, respectively. These muscles can be tested simply by asking the patient to abduct or adduct. Inability to do so indicates that the muscles and/or their innervation have been compromised. In contrast, the superior and inferior oblique and rectus muscles cross all three axes (vertical, horizontal, and anteroposterior) of the globe. Therefore, concentric contraction of each of these muscles results in three movements; abduction or adduction, elevation or depression, a... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609184 Mon, 19 May 2008 04:00:00 +0100 1609184 http://www.medworm.com/index.php?rid=1609183&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.30 Preadolescent students are interested in learning the structure and function of the human body. However, their teachers are not trained in this content. The purpose of this project was to expand a successful outreach effort in the health sciences for grade 7-12 teachers to include PreK-3 teachers. A "Healthy Hearts" workshop was offered to train the teachers in relevant content and also to give them a resource kit of supplies and equipment to facilitate the transference of the training into educational opportunities for their students. The workshop included many role-playing activities and use of all items in the resource kit. A total of 25 workshops were conducted in 14 different community locations with 716 PreK-3 teachers attending from 169 communities representing 59 (79%) of the state... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609183 Mon, 19 May 2008 04:00:00 +0100 1609183 http://www.medworm.com/index.php?rid=1609182&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.28 Anatomy departments across Africa were surveyed regarding the type of curriculum and method of delivery of their medical courses. While the response rate was low, African anatomy departments appear to be in line with the rest of the world in that many have introduced problem based learning, have hours that are within the range of western medical schools and appear to be well resourced. Human body dissection is a constant and strong aspect of the majority of the courses surveyed. The staff to student ratio appears to be relatively high in Africa, but in many of the responding African institutions, there appears to be little difficulty in attracting suitable faculty (including those who are medically qualified) to teach anatomy. Retaining this faculty, in some cases, may be difficult because... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609182 Mon, 19 May 2008 04:00:00 +0100 1609182 http://www.medworm.com/index.php?rid=1609181&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.26 This study shows that a clinical anatomy project that incorporates explorative learning can be an effective way of introducing students to the skills needed for patient write ups and oral presentations. Furthermore this approach to learning allows students to excel during their clinical years and to correlate anatomy to clinical diagnoses. Anat Sci Ed 1:106-110, 2008. © 2008 American Association of Anatomists. (Source: Anatomical Sciences Education) Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609181 Mon, 19 May 2008 04:00:00 +0100 1609181 http://www.medworm.com/index.php?rid=1609180&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.21 This paper discusses the development of an interactive approach to teaching and assessing a microanatomy curriculum in an innovative medical school program. As an alternative to lectures and labs, students are engaged in interactive seminars focused on discussion of clinical and research-based cases matched with normal histology and pathology slides. A virtual microscopic system is used rather than the traditional glass slide and light microscope. Evaluation of student performance consists of self-assessment board style questions, concept appraisal problems, and utilization of a portfolio system where the assessment pieces are continuously integrated as part of written formative and summative assessments. Anat Sci Ed 1:102-105, 2008. © 2008 American Association of Anatomists. (Source: Ana... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609180 Mon, 19 May 2008 04:00:00 +0100 1609180 http://www.medworm.com/index.php?rid=1609179&cid=s_37707_170_f&fid=37707&url=http%3A%2F%2Fdx.doi.org%2F10.1002%252Fase.22 To address the critical problem of inadequate physician supply in rural British Columbia, The University of British Columbia (UBC) launched an innovative, expanded and distributed medical program in 2004-2005. Medical students engage in a common curriculum at three geographically distinct sites across B.C.: in Vancouver, Prince George and Victoria. The distribution of the core Histology course required a thorough revision of our instructional methodology. We here report our progress and address the question "How does one successfully distribute Histology teaching to remote sites while maintaining the highest of educational standards?" The experience at UBC points to three specific challenges in developing a distributed Histology curriculum: (i) ensuring equitable student access to high qua... Anatomical Sciences Education journals http://www.medworm.com/rss/comments.php?id=1609179 Thu, 01 May 2008 04:00:00 +0100 1609179