-
La Clinica Terapeutica 2023Anatomy, one of medicine's vital subjects, demands extreme visualization to understand the intricate architecture of the human body. Although various other methods of... (Review)
Review
Anatomy, one of medicine's vital subjects, demands extreme visualization to understand the intricate architecture of the human body. Although various other methods of virtual dissections are in place, an increasing number of anatomists, clinicians, and surgeons are advocating for re-enhancing anatomical education through traditional cadaveric dissection. These traditional pedagogies potentially expose anatomy educators to various risks in the dissection laboratory, which endangers their health and well-being. Unfortunately, no one is counting on them or the hazards they face. It's like saying, "Fall ill at your own peril." Various studies have revealed the occupational hazards anatomists are exposed to, but the issue remains unheard of or relatively heard. Hence, this narrative review aims to highlight numerous occupational risks that anatomists face worldwide, particularly in underdeveloped or developing nations. Simultaneously, the authors strongly advocate that competent authorities review and evaluate the working conditions of anatomy laboratories and frame policies that ensure the rights and optimal health of anatomy educators.
Topics: Humans; Education, Medical, Undergraduate; Students, Medical; Cadaver; Dissection; Workplace; Anatomy; Curriculum
PubMed: 37674454
DOI: 10.7417/CT.2023.2462 -
The British Journal of Radiology Oct 2020The aim of this study was to evaluate if small group teaching in Radiology impacted Anatomy scores in the summative end of year examination.
OBJECTIVE
The aim of this study was to evaluate if small group teaching in Radiology impacted Anatomy scores in the summative end of year examination.
METHODS
Small group teaching in Radiology was incorporated into Anatomy of year one medical students during the academic years 2016/17 and 2017/18. Examination outcome for 2 years before and 1 year after the study period were compared.Question papers for end of year summative examinations were retrieved; questions relating to Anatomy were identified and anonymised scores for students were obtained.
RESULTS
Student numbers ranged 238 to 290/year. Mean Anatomy scores ranged 62-74%, this compared with mean total exam score of 62-65%. No significant difference in Anatomy and Total examination scores for 2015, 2016 and 2019. Mean (SD) Anatomy scores were significantly higher than the Total examination scores for the study period of 2017 and 2018 [68.97 (17.32) 63.12 (11.51) and 73.77 (17.85) 64.99 (10.31) ( < 0.001)]. Combined Anatomy scores 2017 and 2018 were significantly higher than 2015 and 2016, difference of 5.50 (95% C.I. 3.31-7.70; < 0.001).
CONCLUSION
This is the first study to objectively demonstrate Radiology small group teaching significantly improved Anatomy scores for medical students in the summative end of year examination.
ADVANCES IN KNOWLEDGE
No evidence in the literature that Radiology teaching improves examination outcomes for medical students.This is the first study to directly link Radiology teaching with improved Anatomy examination result.Small group teaching in Radiology is a feasible way to teach Anatomy.
Topics: Anatomy; Curriculum; Education, Medical, Undergraduate; Educational Measurement; Female; Humans; Male; Radiology; Scotland; Young Adult
PubMed: 32795181
DOI: 10.1259/bjr.20200463 -
Anatomical Record (Hoboken, N.J. : 2007) Apr 2022Over the last four millennia, the discipline of anatomy and its relationships with medicine and society have evolved dramatically. Human dissection, the perennial tool...
Over the last four millennia, the discipline of anatomy and its relationships with medicine and society have evolved dramatically. Human dissection, the perennial tool for anatomical discovery and education, has both guided this evolution and matured alongside it. Soon after the first cadaveric dissections recorded in ancient Greece, China, India, and Persia, clear endorsements of its practice fell largely silent in the anatomical record for 1,500 years before reappearing in Europe at the dawn of the Renaissance. Between the 13th and 18th centuries CE, the performance of anatomical dissection became a popular form of education and public entertainment, and the demand for human cadavers steadily increased among European anatomical schools while supply remained limited by legal statute. This gave rise to an informal group of amateur and professional body snatchers called the Resurrectionists and, later, inspired the Anatomy Act of 1832 CE. In the 20th and 21st centuries CE, voluntary body bequeathal programs have enabled the practice of human dissection to continue in academic centers as a cornerstone of anatomical education, now with a newfound focus on the development of affective skills. This article provides an abridged account of anatomy's development, highlighting key moments in its growth, the valuable contributions of many different societies to the discipline, and the important roles of several luminary anatomists of antiquity. Within the broader context of this history, it offers an overview of anatomical dissection's evocative past, spanning from its inception to its present-day practice.
Topics: Anatomists; Anatomy; Cadaver; China; Dissection; Europe; History, 15th Century; History, 16th Century; History, 17th Century; History, 18th Century; History, 19th Century; History, 20th Century; History, 21st Century; History, Ancient; History, Medieval; Humans
PubMed: 34551186
DOI: 10.1002/ar.24764 -
Anatomical Sciences Education Nov 2022Anatomical education in the United Kingdom (UK) and Ireland has long been under scrutiny, especially since the reforms triggered in 1993 by the General Medical Council's...
Anatomical education in the United Kingdom (UK) and Ireland has long been under scrutiny, especially since the reforms triggered in 1993 by the General Medical Council's "Tomorrow's Doctors." The aim of the current study was to investigate the state of medical student anatomy education in the UK and Ireland in 2019. In all, 39 medical schools completed the survey (100% response rate) and trained 10,093 medical students per year cohort. The teachers comprised 760 individuals, of these 143 were employed on full-time teaching contracts and 103 were employed on education and research contracts. Since a previous survey in 1999, the number of part-time staff has increased by 300%, including a significant increase in the number of anatomy demonstrators. In 2019, anatomy was predominantly taught to medical students in either a system-based or hybrid curriculum. In all, 34 medical schools (87%) used human cadavers to teach anatomy, with a total of 1,363 donors being used per annum. Gross anatomy teaching was integrated with medical imaging in 95% of medical schools, embryology in 81%, living anatomy in 78%, neuroanatomy in 73%, and histology in 68.3%. Throughout their five years of study, medical students are allocated on average 85 h of taught time for gross anatomy, 24 h for neuroanatomy, 24 h for histology, 11 h for living anatomy, and 10 for embryology. In the past 20 years, there has been an average loss of 39 h dedicated to gross anatomy teaching and a reduction in time dedicated to all other anatomy sub-disciplines.
Topics: Humans; Students, Medical; Education, Medical, Undergraduate; Anatomy; Ireland; Follow-Up Studies; Curriculum; Surveys and Questionnaires; United Kingdom; Teaching
PubMed: 34314569
DOI: 10.1002/ase.2126 -
Canadian Journal of Occupational... Jun 2024With technological advancements, anatomy teaching approaches in occupational therapy education have expanded. However, uncertainty remains regarding the approaches that... (Review)
Review
With technological advancements, anatomy teaching approaches in occupational therapy education have expanded. However, uncertainty remains regarding the approaches that best optimize academic and practice outcomes in student occupational therapists (OTs). This scoping review mapped the pedagogical approaches used to teach musculoskeletal anatomy to student OTs. A scoping review was conducted, with a consultation exercise involving Canadian occupational therapy educators. Six databases were searched, with terms related to student OTs, anatomy, and education. Included articles were available in English, full text; featured empirical research of any study design and/or gray literature; featured a pedagogical approach used to teach anatomy; and targeted student OTs with the pedagogies. Twenty-eight reports between 1978 and 2021 were included. Although technology-based pedagogies became more common with time, historically used pedagogies (e.g., lectures and labs) remained prominent and most common. Narrative synthesis regarding the effectiveness of anatomy pedagogical approaches identified five main factors: (a) anatomy competency; (b) teaching method diversity; (c) learner psychological considerations; (d) interprofessional education; and (e) optimal academic outcomes. This review demonstrates the importance of anatomy knowledge to occupational therapy education and practice. A diversity of pedagogical approaches, with and without technology, may foster better outcomes by addressing diverse learning needs.
Topics: Occupational Therapy; Humans; Anatomy; Teaching
PubMed: 37680142
DOI: 10.1177/00084174231197614 -
Surgical and Radiologic Anatomy : SRA May 2022Aim of this research is to assess the perceptions and views of the anatomy lecturers (educators) of the medical faculties in Turkey on undergraduate distance anatomy...
PURPOSE
Aim of this research is to assess the perceptions and views of the anatomy lecturers (educators) of the medical faculties in Turkey on undergraduate distance anatomy education during the COVID-19.
METHODS
Anatomy educators nationwide were invited to the online questionnaire developed by the authors. Ninety-one anatomy educators participated in the questionnaire. Views of the participants were evaluated by Likert-type questions and open-ended questions. Distance anatomy education experiences of the participants between March and July 2020 were evaluated.
RESULTS
Participants found face-to-face education more beneficial than distance education courses conducted with video recordings. They also reported that they agreed synchronous lessons were more beneficial than asynchronous lessons. They agreed that time management was a positive result. However, they were concerned about the adverse effects of the interruption of formal anatomy education regarding quality. The experience of distance anatomy education applied during the COVID-19 pandemic has revealed the demand for distance theoretical anatomy education supported by video recordings and face-to-face practical anatomy education methods (blended) for the post-pandemic period.
CONCLUSION
There is much research focusing on the students regarding the effects of the COVID-19 pandemic on anatomy education. The experiences and the suggestions of the anatomy educators are also important. The findings of the current research have revealed the positive approach to distance theoretical anatomy education and face-to-face practical anatomy education methods (blended) for the post-pandemic period.
Topics: Anatomy; COVID-19; Education, Distance; Humans; Pandemics; SARS-CoV-2; Turkey
PubMed: 35428908
DOI: 10.1007/s00276-022-02934-7 -
Annals of Anatomy = Anatomischer... Jan 2022
Topics: Anatomy; Cadaver; Curriculum; Dissection; Humans; Teaching
PubMed: 34265387
DOI: 10.1016/j.aanat.2021.151792 -
Surgical and Radiologic Anatomy : SRA Jan 2022The physicians say that the least anatomy is required for clinical practice. But the disease causes anatomical distortions or variations in structures impairing...
PURPOSE
The physicians say that the least anatomy is required for clinical practice. But the disease causes anatomical distortions or variations in structures impairing functions of organs and systems. So, the diagnosis and analysis of treatment of disease depend on interwoven inter-relationship among Anatomy, Physiology, Pathology, Radiology and clinical sciences. Consequently, the upcoming doctors are to be cultivated sufficient anatomy. Therefore, the objective of this study is to analyze viewpoints of medical students, faculties and practitioners regarding degree of need of Anatomy in clinical practice.
METHODS
A feedback survey has been carried out among students and faculties to seek their views on the need of Anatomy in clinical practice using two hypotheses. Hypothesis 1 defines the degree of need of Anatomy ('most essential', 'essential' and 'least essential') in clinical practice based on answers of questionnaire by medical students and faculties, whereas hypothesis 2 assigns weights depending on knowledge and experience of the feedback providers. The means/weighted means of views have been statistically analyzed. Additionally, the literature survey was carried out on the demand, necessity, importance, usefulness and applicability of Anatomy in clinical practice.
RESULTS
Our statistical analysis revealed that Anatomy is 'most essential' for clinical practice. In literature survey too, the inadequate knowledge of anatomy among medical students leads to poor comprehension of clinical practice. So, anatomy is most essential for clinical practice.
CONCLUSION
Sound knowledge of Human Anatomy is most essential during medical practice for Physicians.
Topics: Anatomy; Curriculum; Education, Medical, Undergraduate; Faculty; Humans; Physicians; Radiology; Students, Medical; Surveys and Questionnaires
PubMed: 34994829
DOI: 10.1007/s00276-021-02875-7 -
Development (Cambridge, England) Feb 2021The size, shape and insertion sites of muscles enable them to carry out their precise functions in moving and supporting the skeleton. Although forelimb anatomy is well...
The size, shape and insertion sites of muscles enable them to carry out their precise functions in moving and supporting the skeleton. Although forelimb anatomy is well described, much less is known about the embryonic events that ensure individual muscles reach their mature form. A description of human forelimb muscle development is needed to understand the events that control normal muscle formation and to identify what events are disrupted in congenital abnormalities in which muscles fail to form normally. We provide a new, 4D anatomical characterisation of the developing human upper limb muscles between Carnegie stages 18 and 22 using optical projection tomography. We show that muscles develop in a progressive wave, from proximal to distal and from superficial to deep. We show that some muscle bundles undergo splitting events to form individual muscles, whereas others translocate to reach their correct position within the forelimb. Finally, we show that palmaris longus fails to form from early in development. Our study reveals the timings of, and suggests mechanisms for, crucial events that enable nascent muscle bundles to reach their mature form and position within the human forelimb.
Topics: Animals; Biomarkers; Embryonic Development; Forelimb; Histocytochemistry; Humans; Immunohistochemistry; Muscle, Skeletal; Protein Transport; Upper Extremity
PubMed: 33234713
DOI: 10.1242/dev.194746 -
Anatomical Record (Hoboken, N.J. : 2007) Oct 2020In 1998, I was appointed Chair of the Department of Anatomy at Monash University in Melbourne, Australia. On commencing as Chair, I had three main goals: (a) to maintain...
In 1998, I was appointed Chair of the Department of Anatomy at Monash University in Melbourne, Australia. On commencing as Chair, I had three main goals: (a) to maintain and extend the high quality of anatomy teaching in the medical program; (b) to introduce significantly more developmental biology, cell biology, and neuroscience into our existing Bachelor of Science major in human anatomy; and (c) to establish an active research program in the department. Over the next 18 years, I worked with staff and students at all levels of the university to turn this vision into a reality, with the Monash Department of Anatomy and Developmental Biology now arguably the top ranked anatomy department in Australia. During my tenure, countless challenges were faced and while some errors were made, and a good number of goals were never realized the general outcome was a vibrant scholarly environment where that rich nexus of research and teaching was realized. This personal account provides some insights into that 18-year journey, which I hope may prove useful for current and future Chairs of anatomy. For me personally, it was definitely a journey worth taking.
Topics: Anatomy; Humans; Leadership; Universities
PubMed: 31916419
DOI: 10.1002/ar.24345