Putting the Cart Before the Horse? Developing a Blended Anatomy Curriculum Supplemented by Cadaveric Anatomy.
Cadaveric anatomy
Clinical imaging
Digital visualisation
Laboratory design
Technology-enhanced learning
Journal
Advances in experimental medicine and biology
ISSN: 0065-2598
Titre abrégé: Adv Exp Med Biol
Pays: United States
ID NLM: 0121103
Informations de publication
Date de publication:
2023
2023
Historique:
medline:
2
8
2023
pubmed:
1
8
2023
entrez:
31
7
2023
Statut:
ppublish
Résumé
Cadaveric anatomy is frequently described as the gold standard for anatomy education. Increasingly and especially following the COVID-19 pandemic, there is acceptance that a blended approach for anatomy curriculum delivery is optimal for learners.Setting up a new UK Medical School in 2019 necessitated building a new cadaveric anatomy facility. To enable anatomy curriculum delivery during the construction period (2019-2021), a technology-enhanced learning (TEL) anatomy curriculum was developed, as well as an anatomy laboratory suitable for TEL. Development of a TEL anatomy curriculum with the later inclusion of cadaveric anatomy is unusual since the typical model is to supplement cadaveric anatomy with TEL approaches.TEL solutions that provide digital visualisation of anatomy may support learners by reducing cognitive load. Examples include using colour and/or translucency features to highlight and signpost pertinent anatomy and constructing virtual anatomical models in real time, rather than dissection. Radiology and portable ultrasound provide clinically contextualised visualisations of anatomy; the latter offers a haptic learning experience too. A TEL anatomy laboratory can provide interactive learning experiences for engagement and outreach activities for young school children, where cadaveric anatomy is not suitable.
Identifiants
pubmed: 37524982
doi: 10.1007/978-3-031-30379-1_2
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
15-35Informations de copyright
© 2023. The Author(s), under exclusive license to Springer Nature Switzerland AG.
Références
Ahmed M, Sherwani Y, Al-Jibury O et al (2015) Gamification in medical education. Med Educ Online 20:29536
pubmed: 26426401
doi: 10.3402/meo.v20.29536
Alasmari W (2021) Medical students’ feedback of applying the virtual dissection table (anatomage) in learning anatomy: a cross-sectional descriptive Study. Adv Med Educ Pract 12:1303–1307
pubmed: 34803421
pmcid: 8595060
doi: 10.2147/AMEP.S324520
Attardi SM, Harmon DJ, Barremkala M et al (2022) An analysis of anatomy education before and during Covid-19: August–December 2020. Anat Sci Educ 15:5–26
pubmed: 34758206
pmcid: 8653345
doi: 10.1002/ase.2152
Ben Awadh A, Clark J, Clowry G (2022) Multimodal three-dimensional visualization enhances novice learner interpretation of basic cross-sectional anatomy. Anat Sci Educ 15:127–142
pubmed: 33369254
doi: 10.1002/ase.2045
Biggs J (1996) Enhancing teaching through constructive alignment. High Educ 32:347–364
doi: 10.1007/BF00138871
Biggs J, Tang C (2015) Constructive alignment: an outcomes-based approach to teaching anatomy. Teaching anatomy. Springer, Cham
Birrane J, Misran H, Creaney M et al (2018) A scoping review of ultrasound teaching in undergraduate medical education. Med Sci Educ 28:45–56
doi: 10.1007/s40670-017-0491-4
Böckers A, Claassen H, Haastert-Talini K et al (2021) Teaching anatomy under COVID-19 conditions at German universities: recommendations of the teaching commission of the anatomical society. Ann Anat 234:151669
pubmed: 33400983
pmcid: 9186496
doi: 10.1016/j.aanat.2020.151669
Brassett C, Cosker T, Davies DC et al (2020) COVID-19 and anatomy: stimulus and initial response. J Anat 237:393–403
pubmed: 32628795
pmcid: 7361297
Byrnes KG, Kiely PA, Dunne CP et al (2021) Communication, collaboration and contagion: “virtualisation” of anatomy during COVID-19. Clin Anat 34:82–89
pubmed: 32648289
doi: 10.1002/ca.23649
CelebI N, Griewatz J, Malek NP et al (2019) Development and implementation of a comprehensive ultrasound curriculum for undergraduate medical students—a feasibility study. BMC Med Educ 19:1–8
doi: 10.1186/s12909-019-1611-1
Cleveland B, Kvan T (2015) Designing learning spaces for interprofessional education in the anatomical sciences. Anat Sci Educ 8:371–380
pubmed: 25952556
doi: 10.1002/ase.1539
Clunie L, Morris NP, Joynes VCT et al (2018) How comprehensive are research studies investigating the efficacy of technology-enhanced learning resources in anatomy education? A systematic review. Anat Sci Educ 11:303–319
pubmed: 29236354
doi: 10.1002/ase.1762
Custer TM, Michael K (2015) The utilization of the anatomage virtual dissection table in the education of imaging science students. Journal of Tomogr Simul 1:1
Deng X, Zhou G, Xiao B et al (2018) Effectiveness evaluation of digital virtual simulation application in teaching of gross anatomy. Ann Anat 218:276–282
pubmed: 29679721
doi: 10.1016/j.aanat.2018.02.014
Dieden A, Carlson E, Gudmundsson P (2019) Learning echocardiography- what are the challenges and what may favour learning? A qualitative study BMC Med Educ 19:212
pubmed: 31196099
doi: 10.1186/s12909-019-1656-1
Dilullo C (2020) Learners of a new generation. In: Chan LK, Pawlina W (eds) Teaching anatomy: a practical guide. Springer International, Cham
Donker SCM, Vorstenbosch MATM, Gerhardus MJT et al (2022) Retrieval practice and spaced learning: preventing loss of knowledge in Dutch medical sciences students in an ecologically valid setting. BMC Med Educ 22:65
pubmed: 35081944
pmcid: 8793259
doi: 10.1186/s12909-021-03075-y
Donnelly L, Patten D, White P et al (2009) Virtual human dissector as a learning tool for studying cross-sectional anatomy. Med Teach 31:553–555
pubmed: 19288305
doi: 10.1080/01421590802512953
Estai M, Bunt S (2016) Best teaching practices in anatomy education: a critical review. Ann Anat Anat Anz 208:151–157
doi: 10.1016/j.aanat.2016.02.010
Finn GM (2018) Current perspectives on the role of body painting in medical education. Adv Med Educ Pract 9:701–706
pubmed: 30310345
pmcid: 6165736
doi: 10.2147/AMEP.S142212
Franchi T (2020) The impact of the Covid-19 pandemic on current anatomy education and future careers: a student’s perspective. Anat Sci Educ 13:312
pubmed: 32301588
pmcid: 7262338
doi: 10.1002/ase.1966
Fyfe S, Fyfe G, Dye D et al (2018) The Anatomage table: differences in student ratings between initial implementation and established use. Focus on Health Professional Education 19:41–52
doi: 10.11157/fohpe.v19i2.215
Gagné RM, Briggs LJ, Wager WW (1992) Principles of instructional design. Harcourt Brace Jovanovich, Orlando
Galusko V, Bodger O, Rees E et al (2018) Hand-held ultrasonography: an opportunity for “hands-on” teaching of medicine [version 1]. MedEdPublish 7:103
doi: 10.15694/mep.2018.0000103.1
Garg A, Norman G, Sperotable L (2001) How medical students learn spatial anatomy. Lancet 357:363–364
pubmed: 11211004
doi: 10.1016/S0140-6736(00)03649-7
Grafton-Clarke C, Uraiby H, Gordon M et al (2022) Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: a BEME systematic review: BEME Guide No. 70. Med Teach 44:227–243
pubmed: 34689692
doi: 10.1080/0142159X.2021.1992372
Griksaitis MJ, Scott MP, Finn GM (2014) Twelve tips for teaching with ultrasound in the undergraduate curriculum. Med Teach 36:19–24
pubmed: 24156786
doi: 10.3109/0142159X.2013.847909
Hafferty FW, O’Donnell JF (2015) The hidden curriculum in health professional education. Dartmouth College Press, Hanover
Harmon DJ, Attardi SM, Barremkala M et al (2021) An analysis of anatomy education before and during Covid-19: May–August 2020. Anat Sci Educ 14:132–147
pubmed: 33387389
doi: 10.1002/ase.2051
Hashim A, Tahir MJ, Ullah I et al (2021) The utility of point of care ultrasonography (POCUS). Ann Med Surg 71:102982–102982
doi: 10.1016/j.amsu.2021.102982
Havens KL, Saulovich NA, Saric KJ (2020) A case report about anatomy applications for a physical therapy hybrid online curriculum. J Med Libr Assoc 108:295–303
pubmed: 32256241
pmcid: 7069813
doi: 10.5195/jmla.2020.825
Heartworks TTE Mobile. Available: https://www.intelligentultrasound.com/2017/09/28/bringing-ultrasound-into-simulation-with-the-new-heartworks-tte-mobile/
Heo M, Chow A (2005) The impact of computer augmented online learning and assessment tool. J Educ Technol Soc 8:113–125
Hoppmann RA, Rao VV, Poston MB et al (2011) An integrated ultrasound curriculum (iUSC) for medical students: 4-year experience. Crit Ultrasound J 3:1–12
pubmed: 21516137
doi: 10.1007/s13089-011-0052-9
Hoppmann RA, Rao VV, Bell F et al (2015) The evolution of an integrated ultrasound curriculum (iUSC) for medical students: 9-year experience. Crit Ultrasound J 7:18
pubmed: 26589313
pmcid: 4654731
doi: 10.1186/s13089-015-0035-3
Houser JJ, Kondrashov P (2018) Gross anatomy education today: the integration of traditional and innovative methodologies. Mo Med 115:61–65
pubmed: 30228685
pmcid: 6139807
Keenan ID, Ben Awadh A (2019) Integrating 3D visualisation technologies in undergraduate anatomy education. In: Rea PM (ed) Biomedical visualisation, vol 1. Springer International, Cham
Khalil MK, Abdel Meguid EM, Elkhider IA (2018) Teaching of anatomical sciences: a blended learning approach. Clin Anat 31:323–329
pubmed: 29352730
doi: 10.1002/ca.23052
Lamb G, Shraiky J (2013) Designing for competence: spaces that enhance collaboration readiness in healthcare. J Interprof Care 27(Suppl 2):14–23
pubmed: 23679677
doi: 10.3109/13561820.2013.791671
Longhurst GJ, Stone DM, Dulohery K et al (2020) Strength, weakness, opportunity, threat (SWOT) analysis of the adaptations to anatomical education in the United Kingdom and republic of Ireland in response to the Covid-19 pandemic. Anat Sci Educ 13:301–311
pubmed: 32306550
pmcid: 7264742
doi: 10.1002/ase.1967
Luursema JM, Verwey WB, Kommers PAM et al (2006) Optimizing conditions for computer-assisted anatomical learning. Interact Comput 18:1123–1138
doi: 10.1016/j.intcom.2006.01.005
Macchi V, Porzionato A, Stecco C et al (2014) Evolution of the anatomical theatre in Padova. Anat Sci Educ 7:487–493
pubmed: 24706523
doi: 10.1002/ase.1447
Martín JG, Mora CD, Henche SA (2018) Possibilities for the use of Anatomage (the anatomical real body-size table) for teaching and learning anatomy with the students. Biomed J Sci Tech Res 4:94
National Library of Medicine (2004) The visible human project factsheet. Available: http://www.nlm.nih.gov/pubs/factsheets/visible_human.html . Accessed Feb 2008
O’Byrne PJ, Patry A, Carnegie JA (2008) The development of interactive online learning tools for the study of Anatomy. Med Teach 30:e260–e271
pubmed: 18946814
doi: 10.1080/01421590802232818
Patten D (2015) Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students. Ultrasound 23:18–28
pubmed: 27433233
doi: 10.1177/1742271X14542173
Patten D, Donnelly L, Richards S (2010) Studying living anatomy: the use of portable ultrasound in the undergraduate medical curriculum. Int J Clin 4:72–76
Radiology ESO (2011) Undergraduate education in radiology. A white paper by the European Society of Radiology. Insights Imaging 2:363–374
doi: 10.1007/s13244-011-0104-5
Rimmer A (2018) Five medical schools are created in England in bid to increase home grown doctors. BMJ 360:k1328
pubmed: 29563094
doi: 10.1136/bmj.k1328
Royal College of Emergency Medicine (2015) Curriculum and assessment systems for training in emergency medicine. August 2015 Curriculum. Available: https://rcem.ac.uk/curriculum/
Sandars J, Lafferty N (2010) Twelve Tips on usability testing to develop effective e-learning in medical education. Med Teach 32:956–960
pubmed: 21090948
doi: 10.3109/0142159X.2010.507709
Smallwood N, Dachsel M (2018) Point-of-care ultrasound (POCUS): unnecessary gadgetry or evidence-based medicine? Clin Med (Lond) 18:219–224
pubmed: 29858431
doi: 10.7861/clinmedicine.18-3-219
Tshibwabwa ET, Groves HM, Levine MA (2007) Teaching musculoskeletal ultrasound in the undergraduate medical curriculum. Med Educ 41:517–518
pubmed: 17470098
doi: 10.1111/j.1365-2929.2007.02745.x
Van Merriënboer JJG, Sweller J (2010) Cognitive load theory in health professional education: design principles and strategies. Med Educ 44:85–93
pubmed: 20078759
doi: 10.1111/j.1365-2923.2009.03498.x
Van Nuland SE, Eagleson R, Roger SKA (2017) Educational software usability: artifact or design? Anat Sci Educ 10:190–199
pubmed: 27472554
doi: 10.1002/ase.1636
Wainman B, Wolak L, Pukas G et al (2018) The superiority of three-dimensional physical models to two-dimensional computer presentations in anatomy learning. Med Educ 52:1138–1146
pubmed: 30345680
doi: 10.1111/medu.13683
Wakefield RJ, Weerasinghe A, Tung P et al (2018) The development of a pragmatic, clinically driven ultrasound curriculum in a UK medical school. Med Teach 40:600–606
pubmed: 29490531
doi: 10.1080/0142159X.2018.1439579
Wessels Q, Taylor AM, Jacobson C (2020) Designing anatomy teaching spaces to meet the needs of today’s learner. In: Chan LK, Pawlina W (eds) Teaching anatomy: a practical guide. Springer International, Cham
Wilson A, Miller C, Klein B et al (2017) A 50 year review and meta-analysis of anatomy laboratory pedagogies. FASEB J 31:392.1
Wilson AB, Miller CH, Klein BA et al (2018) A meta-analysis of anatomy laboratory pedagogies. Clin Anat 31:122–133
pubmed: 28612403
doi: 10.1002/ca.22934
Worm BS, Buch SV (2014) Does competition work as a motivating factor in e-learning? A randomized controlled trial. PLoS One 9:e85434
pubmed: 24465561
pmcid: 3894964
doi: 10.1371/journal.pone.0085434
Yammine K, Violato C (2015) A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy. Anat Sci Educ 8:525–538
pubmed: 25557582
doi: 10.1002/ase.1510