Medical Education Symposium

First Author Information

M Alex Meredith, Ph.D., Professor of Anatomy and Neurobiology, School of Medicine, Department of Anatomy and Neurobiology

Additional Author(s) Information

Jeffrey L Dupree, Ph.D., Associate Professor, School of Medicine, Department of Anatomy and Neurobiology;

H. Ruth Clemo, Ph.D., Associate Professor, School of Medicine, Department of Anatomy and Neurobiology;

Melissa J McGinn-Greer, Ph.D., Associate Professor, School of Medicine, Department of Anatomy and Neurobiology;

David G Simpson, Ph.D., Associate Professor, School of Medicine, Department of Anatomy and Neurobiology;

Peter J Haar, MD Ph.D., Assistant Professor, School of Medicine, Department of Radiology;

Kathleen O Kreutzer, MA, School of Medicine, Faculty Affairs Office;

Susan R Digiovanni, MD, Assistant Dean, School of Medicine

Presentation Format

Poster

Type of Activity

Innovation

Original Presentation Date

2017

Date of Submission

May 2017

Abstract/Short Description

Medical gross anatomy is under pressures from curriculum change, advances in technology and class size. Our innovations involve a fundamental change in student involvement. Students are now engaged with self-instruction of introductory material via custom-made videos; active group dissections with integrated clinical correlations; functional/clinical didactic material and self-assessment quizzes. Also, a longitudinal, self-directed group exercise (called “Cadaver Rounds”) utilizes their cadaver as their “first patient” involves dissection, CT scans, Path samples and physical exams to present a final report of a plausible clinical condition their cadaver experienced. Ultimately, these changes “flipped” the classroom for Medical gross anatomy.

Purpose/Research Question

How to re-organize a dissection based gross anatomy course to promote active student involvement and longitudinal self-directed learning.

Objectives

Teach a 3-D map of the human body to >210 medical students in 26 organ systems-based sessions using a LCME-favored format.

References

Barry DS, Marzouk F, Chulak-Oglu K, Bennett D, Tierney P, O'Keeffe GW. 2016. Anatomy education for the YouTube generation. Anat Sci Educ. 9:90-6. doi: 10.1002/ase.1550.

Brooks WS, Woodley KT, Jackson JR, Hoesley CJ. 2015. Integration of gross anatomy in an organ system-based medical curriculum: strategies and challenges. Anat Sci Educ. 8(3):266-74. doi: 10.1002/ase.1483.

Bruno PA, Love Green JK, Illerbrun SL, Holness DA, Illerbrun SJ, Haus KA, Poirier SM, Sveinson KL. 2016. Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy. Anat Sci Educ. 9:132-42. doi: 10.1002/ase.1543.

Buenting M, Mueller T, Raupach T, Luers G, Wehrenberg U, Gehl A, Anders S. 2016. Post mortem CT scans as a supplementary teaching method in gross anatomy. Ann Anat. doi: 10.1016/j.aanat.2016.05.003.

Doomernik DE, van Goor H, Kooloos JG, Ten Broek RP. 2016. Longitudinal retention of anatomical knowledge in second-year medical students. Anat Sci Educ. doi: 10.1002/ase.1656

Drake RL. 2007. A unique, innovative, and clinically oriented approach to anatomy education. Acad Med 82:475–478.

Drake RL, Lowrie DJ Jr, Prewitt CM. 2002. Survey of gross anatomy, microscopic anatomy, neuroscience, and embryology courses in medical school curricula in the United States. Anat Rec 269:118–122.

Drake RL,McBride JM, Lachman N, Pawlina W. 2009. Medical Education in the Anatomical Sciences: The Winds of Change Continue to Blow. Anat Sci Educ. 2:253-259.

Drake RL,McBride JM, Pawlina W. 2014. An Update on the Status of Anatomical Sciences Education in United States Medical Schools. Anat Sci Educ 7:321-325.

Eisenstein A, Vaisman L, Johnston-Cox H, Gallan A, Shaffer K, Vaughan D, O'Hara C, Joseph L. 2014. Integration of basic science and clinical medicine: the innovative approach of the cadaver biopsy project at the Boston University School of Medicine. Acad Med. 2014 Jan;89(1):50-3. doi: 10.1097/ACM.0000000000000054.

Estai M, Bunt S. 2016. Best teaching practices in anatomy education: A critical review. Ann Anat. doi: 10.1016/j.aanat.2016.02.010.

Ghosh SK. 2016. Cadaveric dissection as an educational tool for anatomical sciences in the 21st century. Anat Sci Educ. doi: 10.1002/ase.1649.

Geldenhuys EM, Burger EH, van Helden PD, Mole CG, Kotzé SH. 2016. Optimizing the use of cadavers by integrating pathology during anatomy dissection. Anat Sci Educ. 9:575-582. doi: 10.1002/ase.1617.

Hoyek N, Collet C, Di Rienzo F, De Almeida M, Guillot A. 2014. Effectiveness of three-dimensional digital animation in teaching human anatomy in an authentic classroom context. Anat Sci Educ. 7:430-7. doi: 10.1002/ase.1446.

Ikah DS, Finn GM, Swamy M, White PM, McLachlan JC. 2014. Clinical vignettes improve performance in anatomy practical assessment. Anat Sci Educ. 8:221-9. doi: 10.1002/ase.1471.

Jurjus RA, Dimorier K, Brown K, Slaby F, Shokoohi H, Boniface K, Liu YT. 2014. Can anatomists teach living anatomy using ultrasound as a teaching tool? Anat Sci Educ. 7:340-9. doi: 10.1002/ase.1417.

Lim KH, Loo ZY, Goldie SJ, Adams JW, McMenamin PG. 2016. Use of 3D printed models in medical education: A randomized control trial comparing 3D prints versus cadaveric materials for learning external cardiac anatomy. Anat Sci Educ. 9:213-21. doi: 10.1002/ase.1573.

Lufler RS1, Zumwalt AC, Romney CA, Hoagland TM. 2010. Incorporating radiology into medical gross anatomy: does the use of cadaver CT scans improve students' academic performance in anatomy? Anat Sci Educ. 3:56-63. doi: 10.1002/ase.141.

Mathiowetz V, Yu CH, Quake-Rapp C. 2016. Comparison of a gross anatomy laboratory to online anatomy software for teaching anatomy. Anat Sci Educ. 9:52-9. doi: 10.1002/ase.1528.

Moscova M, Bryce DA, Sindhusake D, Young N. 2015. Integration of medical imaging including ultrasound into a new clinical anatomy curriculum. Anat Sci Educ. 8:205-20. doi: 10.1002/ase.1481.

Murakami T, Tajika Y, Ueno H, Awata S, Hirasawa S, Sugimoto M, Kominato Y, Tsushima Y, Endo K, Yorifuji H. 2014. An integrated teaching method of gross anatomy and computed tomography radiology. Anat Sci Educ. 7:438-49. doi: 10.1002/ase.1430.

Paech D, Giesel FL, Unterhinninghofen R, Schlemmer HP, Kuner T, Doll S. 2016. Cadaver-specific CT scans visualized at the dissection table combined with virtual dissection tables improve learning performance in general gross anatomy. Eur Radiol. 2016 Aug 27. [Epub ahead of print]

Papa V, Vaccarezza M. 2013. Teaching anatomy in the XXI century: new aspects and pitfalls. Scientific World Journal. 2013:310348. doi: 10.1155/2013/310348. Review.

Pizzimenti MA, Pantazis N, Sandra A, Hoffman DS, Lenoch S, Ferguson KJ. 2016 Dissection and Dissection-Associated required experiences improve student performance in gross anatomy: differences among quartiles. Anat Sci Educ. 9:238-246.

Rizzolo LJ, Stewart WB. 2006. Should we continue teaching anatomy by dissection when…? Anat Rec 289B:215-218.

Trelease RB. 2016. From chalkboard, slides, and paper to e-learning: How computing technologies have transformed anatomical sciences education. Anat Sci Educ. 9:583-602. doi: 10.1002/ase.1620. Review.

Van Nuland SE, Rogers KA. 2016. E-learning, dual-task, and cognitive load: The anatomy of a failed experiment. Anat Sci Educ. 9:186-96. doi: 10.1002/ase.1576.

Webb AL, Choi S. 2014. Interactive radiological anatomy eLearning solution for first year medical students: Development, integration, and impact on learning. Anat Sci Educ. 7:350-60. doi: 10.1002/ase.1428.

Yammine K, Violato C. 2016. The effectiveness of physical models in teaching anatomy: a meta-analysis of comparative studies. Adv Health Sci Educ Theory Pract. 21:883-95. doi: 10.1007/s10459-015-9644-7.

Rights

© The Author(s)

Is Part Of

VCU Medical Education Symposium

Share

COinS