bluuebunny/crossref_metadata_2025_split huggingface dataset:
&[Iota]mplementation and evaluation of a near‐peer teaching program in a Neuroanatomy course for medical students
Authors: Sotiropoulos Marinos G. , Karamaroudis Stefanos , Poulogiannopoulou Eleni , Johnson Elizabeth O. 
Published: June 2021

Medical education is gradually shifting from traditional, lecture‐based formats to novel approaches combining evidence‐based, innovative teaching methods. The present study assesses the gradual implementation of a near‐peer teaching program in Neuroanatomy. Near‐peer teaching was introduced in the neuroanatomy laboratory over a course of 5‐years (2010–2015), starting with no peer teachers and a single faculty member and ending with 52 pear teachers for an average class size of 230 second year medical students. 532 students completed a 25‐question Likert scale questionnaire that surveyed three general areas: (1) the students' opinion of the Neuroanatomy course, (2) the effect of peer‐teaching on knowledge acquisition and (3) the contribution of the peer teacher. The results showed that a high percentage of students (71.27%) who attended both lectures and lab exercises, believed that lectures alone are not sufficient for neuroanatomy comprehension. The majority of students (75%) agreed or strongly agreed that peer‐teaching helped their understanding of neuroanatomy, with 77.5% of those surveyed agreeing or strongly agreeing that peer teachers motivated them and helped them to look for answers to their questions. When asked whether they believed that peer teachers facilitated a positive learning environment, 85% replied that they agreed or strongly agreed. The increased implementation of the peer‐teaching program across the years was positively correlated to the student responses that peer teachers positively contributed to their learning and motivated them to find answers to questions (p<0.001). While this study does not provide a comparative, randomized evaluation of peer teaching, the evidence provided from over 500 students surveyed strongly suggests that peer‐teaching can be a powerful education tool in Anatomy.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Assessment of the Utility of a Pedagogy Interest Workgroup for Graduate Teaching Assistants
Authors: Lesciotto Kate M. , Flaherty Kevin V. , Kasier Helen , Edmondson Anna 
Published: June 2021

Nearly 95% of doctoral students teach or mentor undergraduate students during their graduate programs. However, institutional emphasis remains squarely on research development and productivity, often at the expense of pedagogical training. While a graduate student's research skills are developed and evaluated through lab rotations, field‐specific course work, and thesis or dissertation projects, there are rarely any requirements for instructor or graduate teaching assistant (GTA) training, evaluation, or supervisory feedback. This trend is particularly concerning as GTAs are commonly used in large introductory and lower‐level classes to teach the smaller laboratory and recitation sections, as it often gives GTAs more direct contact with students than the professor. To address this deficit, graduate students from the Cell Biology and Anatomy and Anthropology Departments of Augusta University and Pennsylvania State University, respectively, have created a Pedagogy Interest Workgroup (PIW) to create an opportunity for students to come together and discuss educational topics, such as developing a teaching philosophy, student motivation, and types of teaching methods. Participation in the PIW is voluntary, with meetings occurring every other week. The purpose of this study is to assess perceptions and benefits of participation in the PIW. Graduate students and faculty at Augusta University, Pennsylvania State University, and Augustana College who have participated in the PIW will be included in the study (n = ~30). Perceptions and potential benefits of participation in the PIW will be evaluated through pre‐ and post‐participation surveys, semi‐structured focus groups, and interviews with PIW participants, covering teaching experience, self‐evaluations of teaching efficacy and self‐confidence, and opinions and recommendations for future PIW curricula. Pre‐PIW survey data has already been collected. Post‐PIW surveys, focus groups, and interviews will be completed after the first semester of the PIW concludes in late November 2018. Data are being acquired and analyzed under IRB protocols approved at Augusta University (IRB No. 1302688‐1). A comparison of means will be used to assess the relationships between variables for survey questions answered via a Likert‐type scale. Thematic analyses will be utilized for narrative responses from surveys, focus groups, and interviews. Data analysis will directly reflect which aspects of the PIW provide beneficial pedagogical training to graduate students. The data gathered will further be utilized to refine the curriculum for future cohorts in order to better provide pedagogical education and training for GTAs and future career academics.Support or Funding InformationN/AThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Impacts on the Student Experience in the Gross Anatomy Laboratory with the Introduction of Reciprocal Peer Teaching
Authors: Dunham Stacey M. 
Published: June 2021

Ongoing changes to medical education curricula in the United States require continued evaluation of best practices for maintaining and enhancing anatomical education in medical schools. The purpose of this study was to identify the impacts of incorporating reciprocal peer teaching in a human gross anatomy laboratory for students in the first year of medical school at Indiana University School of Medicine, Bloomington (IUSM‐BL). While previous studies have focused on the effects of reciprocal peer teaching on student achievement, this study concentrated on identifying and explaining the underlying changes to the student experience that can occur when introducing reciprocal peer teaching in the gross anatomy laboratory. The researcher used a grounded theory analysis of student interviews, instructor interviews, and student work to provide an in‐depth examination of the use of reciprocal peer teaching at IUSM‐BL from the fall of 2012 through the spring of 2016. All Interviews were recorded, transcribed, and analyzed and IRB consent (IRB Study #1404683093) was obtained for the study. Through the grounded theory analysis, the researcher developed a theory to explain the impacts of reciprocal peer teaching on the student experience at IUSM‐BL. The study found that there were 2 theoretical categories that best explain the changes to the student experience when incorporating reciprocal peer teaching. (1) Students' roles in the laboratory changed and there was new emphasis placed on the role of the student as a dissector, a team member, and a teacher. (2) New challenges were created resulting in an increase in conflicts between individuals and greater emphasis by the students on the importance of effective communication. In conclusion, the researcher determined reciprocal peer teaching at IUSM‐BL increased active dissection time, decreased intragroup conflict, generated new opportunities to develop teaching and communication skills, and increased efficiency in the anatomy laboratory classroom. These findings provide information for educators at IUSM‐BL as they continue to make revisions to meet curricular demands. Additionally, the information can be used more broadly to inform anatomy educators about benefits reciprocal peer teaching model, and considerations for its use in the anatomy laboratory.Support or Funding InformationThis study was unfunded.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A Flipped Classroom Learning Experience: Histology Lab Edition
Authors: Taylor Melissa 
Published: June 2021

Many institutions are moving away from completely lecture‐based courses and towards incorporating more active learning sessions. One way to do this is through flipping a classroom – using technology to deliver information, freeing up class time for different learning activities. An undergraduate histology lab at Indiana University was completely redesigned to be a flipped classroom experience. Students watched pre‐recorded lectures and viewed PowerPoint presentations prior to entering the class. Once in class, they took a quiz over the pre‐recorded information. In the classroom itself, the students engaged in learning activities including check‐ins, making their own pre‐recorded videos, and a Histo pub quiz review day. Video views were looked at to see how often students viewed the pre‐recorded videos. This presentation will discuss the steps to re‐design your class to be a flipped class, including the strengths and challenges for this particular class. Additionally, demonstrations on how to create your own prerecorded videos will be available.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Faculty Perspectives on Student Attendance
Authors: Campbell Anna M , Ikonne Uzoma S , Whelihan Kate E , Lewis Joy H 
Published: June 2021

ContextLecture capture technology is widely available in undergraduate medical education and impacts class attendance. There is a limited understanding of faculty perceptions related to lecture capture and student attendance, and how faculty advise students on issues of attendance in an environment where lecture capture is available, and attendance is not required.ObjectiveThe objective of this study was to characterize faculty perceptions and attitudes regarding student attendance. Further, we wanted to investigate how faculty advise students on the topic of class attendance.MethodsMedical school faculty were surveyed to determine perceptions regarding student attendance and the potential impacts on faculty advising practices.ResultsA majority of faculty felt that student attendance was not a reflection of professionalism, and many felt that viewing lecture capture recordings was an acceptable substitute for attending class. However, faculty expressed the desire for student attendance especially when incorporating active learning. Further, faculty reported a higher sense of job satisfaction with higher student attendance. Faculty advising practices on student attendance varied, with most faculty indicating they advise students to attend class if they felt socially isolated.ConclusionThe findings in this study are important because they may help institutions construct attendance policies that balance the satisfaction of the faculty with the need to encourage autonomy and flexibility of adult learners. This study may also be used to inform faculty development programs to optimize faculty advising practices.Support or Funding Information2015 AACOM/OHF Medical Education Research GrantThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Essential Anatomy for Clerkships and Electives–A Multi‐Site Survey of Clinical Educators
Authors: Harmon Derek , Hankin Mark , Martindale James , Farias Anna , Cotter Meghan M , Royer Danielle , Topping Daniel B. , Latacha Kimberly , Zumwalt Ann , Lopez Elisabeth K.N. , McNary Thomas , Giannaris E. Lela , Kar Rekha , Sakaguchi Alan , Notebaert Andrew 
Published: June 2021

IntroductionIn the era of radical medical curriculum reform, the preclinical anatomy curriculum should not only prepare students for USMLE Step 1, but also provide sufficient knowledge for clinical clerkships and electives. Unfortunately, data regarding the anatomical knowledge considered essential for any given clerkship or elective is lacking.AimThis IRB study addresses the lack of data on the anatomical knowledge required for clinical clerkships and electives using an online survey provided to clerkship/elective educators to evaluate the importance of 98 anatomical items (tissues and structures) across all body regions using a 1‐to‐4 scale (1 = not important, 4 = essential).MethodsFor each clerkship/elective, the average ranking for each survey item was calculated for each body region; subsequently, an average ranking was calculated across all body regions for each clerkship/elective, as well as a “meta‐rank” for groups of clerkships/electives that were classified as Primary Care, Surgical/Procedural (further subdivided into specialties that ranked all anatomy in all regions vs. those that ranked only specific anatomy in some regions), or Non‐Surgical/Procedural.ResultsThe initial data was from 165 clinical educators (clerkship/elective directors, attending physicians, residents, fellows) in 19 clerkships/electives at 13 medical schools. The table shows the average rankings for each clerkship/elective across all body regions, as well as a “meta‐rank” for broad practice areas.Discussion and ConclusionsThis expanding database represents the first comprehensive evaluation of the importance to clinical educators of specific tissues and structures in each anatomical region. While some of the average anatomy rankings for specific clerkships/electives were as might be expected (e.g., most surgical/procedural fields ranked anatomy highly whereas psychiatry ranked it very low), there were surprises (e.g., primary care fields as a whole ranked anatomy relatively highly). The rankings of specific anatomy within each region in this database (to be presented at the meeting) will provide detailed information regarding specific anatomical content that anatomists and medical schools can use to focus on in the preclinical years to prepare their students for success in their undergraduate and graduate medical clinical experiences.
Average Rankings Across Body RegionsimageAverage Rankings Across Body RegionsThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Student Evaluation of a Pilot Program in Clinically‐Oriented Dissection of the Upper Limb
Authors: Croker Sarah L. , Meares Allan , Pleass Henry , Davies Leo , Burgess Annette , Keay Kevin A. 
Published: June 2021

IntroductionAnatomical teaching in the medical program at the University of Sydney is prosection‐based. Many students, however, seek the opportunity to dissect, particularly those with an interest in surgery. A one‐week dissection course on the upper limb was developed to provide students with an introduction to dissection within the limits of timetabling and departmental resources. Each day started with lectures on basic anatomy and clinical and surgical perspectives of a case relevant to the area being dissected that day. The remainder of the day was spent dissecting, with input from anatomical demonstrators and practising surgeons.This study sought to explore students' perspectives regarding their motivation and expectations prior to starting, their views on the course after completion, and whether any improvements could be made.MethodsAll students in the second year of the Sydney Medical Program were invited to apply, with twenty students selected for participation. Priority was given to those who had completed our departmental prosection workshop. A survey comprised of four open‐ended questions about goals, expectations and current knowledge was emailed to participants four days prior to the course. Immediately following the course, students were asked to complete another email survey comprised of seven open‐ended questions asking whether the course met expectations and learning goals, highlights and lowlights of the course, and ideas for improvement. The responses were de‐identified before analysis.ResultsOf the twenty students who took the course, nineteen returned the pre‐course survey. In the “goals” question nine students mentioned gaining dissection experience, while thirteen desired a better understanding of limb anatomy. A surgical perspective was sought by five responders. Seventeen students responded to the post‐course survey. All students reported an improved level of knowledge and that the course met or exceeded their expectations. All agreed the timeframe of the course was appropriate. The very few negative comments mostly concerned a lack of timely information prior to the course.ConclusionsThe expectations of the students aligned well with the course objectives, and all students responded very positively to the dissection experience. A similar course focussing on the lower limb is in production, with plans to extend the program to other body regions in the future. While traditional full body dissection remains the benchmark, the short timeframe of these courses allows more flexibility in resources, staff and student availability, potentially increasing access to dissection opportunities for students who seek a greater depth of anatomical knowledge.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Incorporating fetal archival tissues into undergraduate medical education
Authors: Beiter Kaylin Jeanne , Fourniquet Sophie Elise , Mussell Jason C 
Published: June 2021

PurposeA great deal of time is spent in undergraduate medical education preparing students for death and also the importance of informed consent. Missing from these preparations are the differences students may feel when encountering the death of an elderly individual versus the death of an infant and how the different informed consent processes came to be. Purposeful incorporation of fetal specimens in at various time points throughout the first year may be able to help solve these problems simultaneously.MethodsThe Louisiana State University Health Sciences Center at New Orleans (LSUHSC‐NO) has in its possession a large repository of fetal specimens, many of which were collected prior to the era of IRB protocols, preventing informed consent from being secured for their use. These fetal specimens are used in anatomy education at LSUHSC‐NO annually. We identified appropriate time points throughout the first year of training to insert discussions of informed consent and to examine emotions coincident with dealing with fetal and neonatal death and how they might contrast to student emotions about their cadavers, i.e. adult death, as well as how these feelings evolve over the year. Thematic analyses of self‐reflections were used to assess differences in students emotions when confronting death. They will also be used to examine changes in student attitudes regarding death during the entire first year.ResultsUsing archival material as the centerpiece for principled discourse challenges students to contextualize the practice of medical ethics socially and historically, heightening awareness of their own cultural and social biases. This experience also provided an outlet for students to share their thoughts on the ethical principles that will guide their future practice and to share their emotional reactions to the fetal specimens. Preliminary results showed themes of anxiety and reverence predominating before students entered the adult cadaver lab while sadness, informed consent, and impropriety predominated student reflections before exposure to fetal specimens.ConclusionsProviding medical students with an example thought process allows students to begin developing their own methods of incorporating respectful pragmatism into their own careers. Incorporation of fetal collections and discussions of their origins enables undergraduate medical students to think critically and examine their own ethical mores in addition to mastering high volumes of content knowledge.Support or Funding InformationGold Humanism Honor SocietyThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Assessing the “Less vs More” Model of Education: Student Perception of Effectiveness in Teaching Practices Among Reformed and Traditional Gross Anatomy Curricula
Authors: Sajan Abin , Griepp Daniel , Moawad Christina , Moawad Katherine , Pagano Anthony S , Mtui Estomih , Marquez Samuel 
Published: June 2021

The most effective teaching practices in anatomy education have been debated over the years as the traditional donor‐based instruction has been contrasted against more modern resources such as prosections, medical imaging, and multimedia resources. While medical schools are struggling to maintain the costly and time‐consuming dissection‐based curriculum, there is an increasing concern that medical students are poorly prepared in anatomy when entering clerkships and residency programs. Since no single teaching tool meets all the educational objectives and individual medical schools rely on a variety of anatomy resources, there is a need to understand the different anatomical teaching strategies utilized across medical schools in order to identify the most efficient teaching paradigm. We surveyed 400 total first and second year medical students from five medical schools in the Northeastern and Midwestern United States: three traditional schools ‐ NYITCOM, SUNY Downstate, Weill Cornell Medical College, and two new medical schools making their inaugural debut – Hackensack Meridian School of Medicine and Carle Illinois College of Medicine. Data showed that most schools require students to spend around six to eight dissection hours weekly in anatomy lab on average. Interestingly, the students from the traditional schools reported spending the most time dissecting (eight to nine hours) and the highest anatomy score. Surprisingly, almost 60 percent of these students preferred to spend the same amount of time dissecting. On the other hand, the students from the inaugural schools reported the least amount of time dissecting (two to three hours) and the lowest anatomy grades but almost 74 percent of these students preferred to spend more time dissecting. The various resources reported by the students included Anki, Grant's, Netter's, 3D Anatomy App, Virtual Reality Lab, prosections and lectures. Our findings suggest that the traditional dissection‐based curriculum plays a critical role in learning and could be the standard from which an integrated customized anatomical curriculum with modern tools and technologies may be the most successful teaching tool. Our work builds on previous research to analyze and evaluate the most effective anatomy teaching strategies utilized across medical schools in the country.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.