bluuebunny/crossref_metadata_2025_split huggingface dataset:
Case‐Based Learning Using Cadaveric Pathology Specimens Enhances Learner Engagement in Reviewing Normal Anatomy
Authors: Moon Mary , O'Donoghue Daniel , Miller Frederick , Klump Kathryn , Halliday Nancy 
Published: November 2023

The University of Oklahoma College of Medicine implemented a major curricular change in 2010 that resulted in a shift from discipline‐based courses to integrated systems‐based pre‐ clinical courses. In the process, the traditional 16‐week Gross Anatomy course was transformed into a 6.5‐week foundational Human Structure course that includes gross anatomy, embryology, histology, radiologic anatomy, and clinical application of anatomical knowledge. The intent was to provide a foundational knowledge of anatomy that would be re‐visited in the subsequent systems‐based courses. During the 2011–2014 academic years, we provided review anatomy lectures in the Gastrointestinal/Hepatobiliary, and Reproductive Medicine courses. The education literature suggests that passive lectures are the less effective in producing desired learning outcomes than active learning methodologies.Study ObjectiveDetermine if it is possible to review anatomy at an appropriate level and cover adequate content in a more active learning process than traditional lectures.HypothesisStudents will successfully review systems‐based anatomy with improved engagement and retention of material by actively exploring anatomically‐based pathologies in cadavers and their corresponding case studies.InterventionWe developed an innovative way to review anatomy while also engaging students in clinical problem‐solving. Laboratory based case‐studies based on actual cadaveric pathologies were implemented in the MS2 CRR and Reproductive Medicine courses, and the MS1 GIH course.ResultsData collected on student attitudes, student learning outcomes, and faculty perceptions of the laboratories was analyzed to determine perceived effectiveness of the intervention. End of course evaluations indicate that students successfully review anatomy content and gain a deeper understanding of specific anatomically‐based pathologies. In addition, clinical faculty facilitators rated the teaching/learning experience highly.ConclusionLearners and faculty facilitators report that the experiential learning promoted by the pathology‐based laboratory review is engaging, enjoyable, and effective in reviewing systems‐based anatomy. Learners indicate that the case‐based anatomy laboratory enhanced their understanding of clinical applications throughout the remainder of the course.
Enhancing anatomy learning by combining body painting, ultrasound, clinical investigation and peer‐teaching
Authors: Filgueira Luis , Eppler Elisabeth 
Published: November 2023

Traditional anatomy teaching to medical students is based on lectures, combined with practical courses using dissection, prosections or models, with delivery of content as a one‐way procedure from teachers to students. Anatomy teaching is often based on images, models and prosections of dead bodies, neglecting the dynamic live and functional aspect of anatomical structures. Anatomy is usually taught at the early stage of medical programs and the acquired knowledge is only occasionally enhanced and applied later in a clinical setting. The aim of our study was to enhance knowledge of anatomy, translate traditional first acquired knowledge into a more clinical setting focusing on functional/live anatomy, as well as teaching the students the tools and providing the opportunity to enhance self‐directed learning, literature research, team‐learning, oral communication/peer teaching, peer‐evaluation, writing skills and self‐reflection.The study was done with 20 students. The content focused on the locomotion system, including some major conditions. The students had learnt the basics of the locomotion system one year earlier through a dissection course. New knowledge was elaborated in small groups and delivered through peer‐teaching. Applied/clinical anatomy was enhanced through practical sessions using body painting, ultrasound and clinical investigation, supervised by an experienced anatomist and clinical teachers. The students reported on their learning experience through a reflective diary and by answering a questionnaire.The aims of the study were well achieved. The students enhanced their knowledge in anatomy and were highly satisfied with this new course and especially with the student‐focused activities in a clinically‐oriented setting.
Training of Near‐peer Tutors in the Gross Anatomy Laboratory
Authors: Hunter Shelley Dawn , O'Donoghue Daniel , Miller Frederick , Halliday Nancy 
Published: November 2023

The University of Oklahoma College of Medicine utilizes fourth year medical students as near‐peer (NP) mentors/tutors with the goal of providing experienced near‐peer assistants for dissections to aid first year medical students in the gross anatomy laboratory. Recent research, by others, indicates learner perceptions regarding the value of NP tutor instruction increases when the tutors are trained in the content area, prior to instruction. Fourth year medical students volunteered for NP tutoring in anatomical areas of interest. They were required to performed a prosection, with faculty guidance, the day prior to learner dissections. In past courses NP assistants were not trained, and learner post‐course evaluations concerning NPs effectiveness were negative. After initiating NP training, negative comments from learners were greatly reduced.Support or Funding Informationnone
Clinical Anatomy and Imaging Lab: Vertical Integration in a Preclinical Reproductive Organ Systems Course
Authors: Hankin Mark , Hoops Heather , McLaren Patrick , Hecht Sarah , Stadler Diane , O'Reilly Meg 
Published: November 2023

BACKGROUNDGross anatomy in the School of Medicine at Oregon Health and Science University is presented within an integrated, organ systems curriculum. In the Developing Human (DEVH) course, anatomy lectures are limited and dissection occurs in a single, four‐hour lab. Although lectures by clinician are offered, students nevertheless struggle to connect the foundational anatomy learned in the anatomy lab to disease processes discussed in these lectures. To enhance these experiences, anatomists and clinical faculty collaborated to create a Clinical Anatomy and Imaging Lab (CAIL) that would allow students to scaffold their foundational knowledge by placing it in a clinical context.THE REPRODUCTIVE ANATOMY CAILThis CAIL explored the anatomy of the female and male reproductive systems in a number of clinical conditions. It was held just after the initial anatomy lab and concurrent anatomy lectures to vertically integrate and reinforce the anatomy from dissection. Resources included dissected embalmed cadavers, fresh unembalmed cadavers with laparoscopes or cystoscopes, anatomical models, and specialized surgical instrumentation. Five stations, each mentored by clinical and anatomy faculty, guided students as they explored the anatomy of common conditions and procedures and potential complications used for treatment: (1) Hysterectomy – students explored relevant pelvic organs laparoscopically in a fresh cadaver; (2) Ectopic Pregnancy – students explored relevant pelvic organs laparoscopically in a fresh cadaver; (3) Vaginal Delivery and Obstetric Laceration – students explored relevant anatomy in models; (4) Enlarged Prostate – students explored the bladder and urethra cystoscopically in a fresh cadaver and discussed different conditions that may lead to an enlarged prostate; and (5) Inguinal Hernia – students explored the inguinal region in a surgical preparation on an embalmed cadaver and discussed anatomical and surgical considerations for different types of hernia (laparoscopy in a fresh cadaver was also planned for this station but did not occur due to lack of a donor).RESULTS & CONCLUSIONSIn preliminary feedback, students felt the initial anatomy dissection lab and the clinical anatomy lab experiences helped to integrate the material at an appropriate educational level and enhanced their understanding of the foundational anatomy of the female and male reproductive systems. The opportunity to learn from clinicians how the basic anatomy was used and visualized in the clinic was a key element of the exercise. The hands‐on experiences simulated the clinical setting and added a further dimension of interactive learning. The integration of foundational and applied anatomy will be assessed in the end‐of‐course comprehensive exam. This clinical anatomy lab expanded upon a previous model (see Hankin et al., AAA/EB 2016: program #783.1).
Learning with Concept Maps and evaluation of individually prepared concept maps versus concept maps prepared in groups
Authors: Anand Mahindra Kumar 
Published: November 2023

IntroductionMedical education aims not only to prepare students to learn existing knowledge but to generate new knowledge and apply that knowledge to solve complex problems. Research suggests that complex problems can be solved with the help of knowledge integration. The use of concept maps as teaching tool facilitates knowledge integration. Present study was undertaken to compare learning with individually prepared concept maps versus learning with concept maps prepared in groups. Individually and collaboratively prepared concept maps were assessed to compare knowledge gain.MethodsA randomized cross sectional prospective study was conducted on 80 medical students of 1st year. Students were divided into 2 groups A and B. Group A studied “Gross anatomy of knee joint” by developing concept maps in number of small subgroups. Group B studied with concept maps developed individually by each student. Pre and posttest were conducted for both groups with pre validated questionnaire. Each concept map was evaluated as per Novak and Gowins system of assessment and knowledge gain was compared for individually prepared concept maps versus concept maps prepared in groups. Students T test was applied for statistical analysis.ResultThere was significant improvement in knowledge in both group A and B students. This improvement was more marked in regards to high cognitive type MCQs. There was significant difference of marks (p value 0.0002) between group A and Group B students. Concept maps prepared in groups got higher scoring than individually prepared concept maps.Discussion and ConclusionLearning with collaboratively developed concept maps leads to higher knowledge retention in comparison to the learning with concept maps developed individually in gross anatomy. Teaching‐learning with development of concept maps individually or collaboratively facilitates higher cognitive learning. Preparation of concept maps in groups facilitates better understanding of concepts.Support or Funding Informationnil
Creating Milestones and Exit Competencies for Medical School Education in Histology
Authors: Pinder Karen , Ford Jason 
Published: November 2023

There is a growing international consensus that the adoption of competency‐based curricula will improve undergraduate medical education. Competencies define measurable behaviours that are expected of graduating medical students and which are attained through a series of progressive milestones that begin on the first day of medical school and continue through to graduation.As part of a curriculum renewal project that embraces milestones and exit competencies, faculty at the medical school at the University of British Columbia (UBC) have generated milestones and competencies in all foundational and clinical medical science domains. This was a significant undertaking for the foundational medical sciences because, although the existing literature provides several examples of medical student exit competencies for clinical specialties, foundational medical science competencies are lacking.We here report on our generation of milestones and exit competencies for a core foundational medical science, histology. The milestones and competencies are brief, coherent and measurable histology‐related skills that will be required of each graduating UBC medical student. Significantly, by framing our competencies with exemplars, we clearly demonstrate how each of our histology exit competencies can be mapped to clinical scenarios that both medical students and post‐graduate physicians will encounter. These examples of milestones and competencies for a core foundational medical science will be useful for educators who are exploring or implementing competency‐based undergraduate medical curricula.
Evaluation of objectives‐based learning outcomes in a compressed presentation of human structure
Authors: Klump Kathryn E. , Moon Mary , Miller Frederick , O'Donoghue Daniel L. , Halliday Nancy 
Published: November 2023

IntroductionSystems‐based curricular changes at the University of Oklahoma College of Medicine led to the recognition that course content should be guided by specific, competency‐based, objectives and more precisely, session‐objective‐linked learning outcomes. In our compressed Human Structure curriculum, test items are aligned to both the stated Course Objectives (CO) and given Session Learning Objectives (SO). End of course surveys show our students generally appreciate the conduct of the course, the quality of the lecturers and course content. Faculty were confounded, however, by student self‐reports indicating they are unaware of the presence of CO or concerns that objectives were not made clear. If the students are not aware of CO, then how certain can faculty be that students are accomplishing those objectives and are able to achieve desired learning outcomes.Study ObjectiveEvaluate student perceptions of confidence in areas covered by twelve COs before and after the 6.5 week Human Structure in the context of learning outcomes as measured by changes in perceived confidence and SO‐linked test item performance.ResultsOur data indicates that Medical, Dental and Physician Associate students' perception of confidence significantly increased in areas covered by each of the twelve objectives measured during the Human Structure course. A few students began their studies with high confidence in several of the CO areas; these students indicated that their confidence was greatly enhanced by the course work. Preliminary analysis of objectives linked assessments data showed a positive correlation between self‐reported level of confidence and performance on objectives‐linked outcome measures.
Development of the Summer Anatomy Enrichment Program for Rising Second Year Medical Students
Authors: Giannaris Eustathia Lela 
Published: November 2023

The Summer Anatomy Enrichment Program (SAEP) was developed for rising second year medical students at the University of Massachusetts Medical School. The goals of the SAEP are (1) to provide participants an advanced review of and further training in anatomy through human cadaveric dissection; and (2) to develop educational materials for the anatomy component of the interdisciplinary Development, Structure, and Function (DSF) course for first year medical students. This selective program is geared toward high achieving students in the anatomical sciences with a strong interest in anatomy and medical education. Under the direction of faculty, SAEP participants prepare prosected specimens and develop educational resources such as dissection videos, prosection guides and image‐based digital flash cards. These educational materials are made available to first year medical students enrolled in the DSF course through the online learning management system. In addition, prosected specimens and accompanying educational resources are utilized in self‐directed, hands‐on learning sessions. Informal feedback from first year medical students indicates that (1) the educational materials are useful study aides to review and consolidate material in preparation for exams; and (2) the self‐directed, hands‐on sessions with prosected specimens provide clear demonstrations of structures not fully appreciated previously and facilitate understanding of key spatial relationships. Subjective reports from SAEP participants suggest an increased confidence in understanding clinically relevant anatomical relationships, and a high level of satisfaction in both the opportunity to revisit anatomy and enhance the curriculum for future learners. Collection of additional student feedback will provide more information to improve the SAEP program to further support learning in both undergraduate and graduate medical curricula.Support or Funding InformationSponsored by the Department of Radiology at the University of Massachusetts Medical School
Using Assessment to Promote Deep and Active Learning in an Online Anatomy Course
Authors: Kolomitro Klodiana , MacKenzie Les W. 
Published: November 2023

The assessment plan we have in place has a greater influence over student learning than any other aspect of the curriculum. Through assessment, we are communicating to students what knowledge, skills, and habits of mind are essential and enduring, and what they should be working towards in our course; therefore we have to think carefully about what it is that we value as instructors and make sure we communicate that through our assessment plan. Indeed, students view grading as a kind of “currency indicating what teachers value” (Boud, 1990, p. 103). Assessment influences how students approach learning, how they engage with us as instructors, how they engage with other students, and the material itself. Students will approach the material differently if, for example, the assessment is a multiple‐choice exam, an essay, or group presentation. In this session, we will share with the participants how we have revised our assessment plan to ensure that it directly supports the intended learning outcomes for this course, promotes active learning, and encourages a deep approach to learning anatomy. To ensure a more systematic approach to the curriculum, there has to be alignment among the design, delivery, and assessment of learning: “When there is alignment between what we want, how we teach and how we asses, teaching is likely to be much more effective” (Biggs 2003).Our goal in teaching is to get students excited about anatomy, intrigued, and to want to know more. When students are engaged and find the content relevant, they are more likely to put effort into it and take a deep approach to learning. We will discuss in this session how we have implemented Jigsaw, Jeopardy, Scavenger Hunt and other assessment strategies in a first‐year online anatomy course to provide students with opportunities to demonstrate their learning, develop transferrable skills, and grow as individuals.Even though we capture student feedback throughout the course, we also sent a course evaluation to the students et the end of the term to specifically ask about the active learning components of anatomy. The project on evaluating this course has received ethics clearance, which means will be able to share that feedback with other educators at this conference along with some of the lessons learned and underlying principles to encourage deep learning in anatomy.
Impact of integrating interactive neuroanatomy e‐learning resources on novice student learning
Authors: Allen Lauren , Eagleson Roy , deRibaupierre Sandrine 
Published: November 2023

Neuroanatomy is one of the most complex topics in anatomy with many novice students reporting they consider it to be the most difficult component in their anatomy curriculum. A main reason for the reported difficulties is the high spatial complexity that exists between structures. The development of interactive three‐dimensional (3D) models in neuroanatomy curricula may provide an effective solution for alleviating difficulties students encounter while learning with conventional two‐dimensional (2D) resources, however this has yet to be fully examined in the literature.Interactive 3D and 2D e‐learning resources were developed to complement undergraduate neuroanatomy instruction. The 3D module provided students the opportunity to manipulate a dynamic 3D model in order to view structures from any desired angle, view deep cortical structures at high magnification, and add interactive structural labels.One hundred forty‐four participants completed the study, which utilized a cross‐over design to separate participants into two groups. Each group initially completed an anatomy knowledge pretest, followed by access to either the 3D or 2D neuroanatomy e‐learning resource. Participants completed a first post‐module assessment prior to switching to the other e‐learning resource. A second post‐module assessment was administered following participants' exposure to the second learning resource. Data was also collected for the time spent by participants using each learning modality.Participants who initially accessed the 3D e‐learning resource had a significantly greater increase in score between the pretest and the first post‐module assessments than the students who initially accessed the 2D e‐learning resource. Participants who viewed the 3D e‐learning resource following access to the 2D e‐learning resource significantly improved their scores between the first and second post‐module assessments. Total time spent using both e‐learning resources did not significantly differ between groups. Participants who initially accessed the 3D resource spent equivalent amounts of time using each resource, whereas participants who initially accessed the 2D resource spent significantly more time using the 3D resource than the 2D resource. Results of this study could be used to inform the effective development and implementation of 3D e‐learning resources to improve neuroanatomy instruction and student learning outcomes.Support or Funding InformationSocial Sciences and Humanities Research Council