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1.
Cir. Esp. (Ed. impr.) ; 100(9): 573-579, sept. 2022. tab, graf, ilus
Artigo em Inglês | IBECS | ID: ibc-208259

RESUMO

Introduction Despite its toxic and carcinogenic nature, formaldehyde is a widely used reactant for specimen preservation. With the need of specimens for both anatomical and surgical training, alternative preservation solutions (PS) have been proposed, however, their use is limited due to high costs and complexity. Hence, a new formaldehyde-free solution (FFS) is evaluated as a potential alternative for anatomical and surgical training. Methods Qualitative and Quantitative data were acquired. Specimens preserved using three different methods were selected. Flexibility was measured by joints goniometry and pneumoperitoneum pressures were evaluated followed by an exploratory laparoscopy. Undergraduate student's perceptions on cadavers preserved with different PS were obtained using surveys and focus groups. Results The main reason why cadaveric specimens were considered as useful tools was the perceived interaction with real tissues and the ‘practical’ concept of getting in touch with what students would be facing in the future as physicians, what we call “hands on” activities. FFS treated specimens showed better joint-movement ranges in comparison to other methods and pneumoperitoneum was acquired after 5mmHg CO2 pressure. Students appreciated working with corpses regardless the technique used, however FFS specimens were defined as less uncomfortable, while presenting no sensory discomfort. Conclusions Even though alternative PS are effective, high costs and complexity restrict their usage. Cadavers preserved with FFS had similar range of movements compared with Thiel. Students preferred to work with FFS rather than FF due to flexibility, color, and no sensorial hassles. Thus, we propose FFS as viable alternative to traditional PS (AU)


Introducción A pesar de su naturaleza carcinogénica y tóxica, el formaldehido continúa siendo utilizado para preservar especímenes. Debido a la necesidad de especímenes para entrenamiento anatómico y quirúrgico, se han propuesto soluciones preservadoras (SP) alternativas; sin embargo, su uso es limitado debido a los altos costos y a su complejidad. En consecuencia, se evalúa una nueva solución libre de formol (FFS) como una alternativa para el uso en entrenamiento anatómico y quirúrgico. Métodos Se obtuvieron datos cualitativos y cuantitativos. Se seleccionaron especímenes preservados utilizando diferentes métodos y se analizaron biopsias de cada uno. Se midió la flexibilidad mediante goniometría, y se evaluó la presión del neumoperitoneo. Utilizando encuestas y grupos focales se obtuvo la percepción de estudiantes de pregrado respecto a cadáveres preservados con diferentes soluciones. Resultados Los principales motivos por los que los estudiantes refirieron percibir los cadáveres como herramientas útiles fueron poder interactuar con tejidos reales y el concepto de «practicidad» generado por actividades percibidas como similares a la práctica como médicos profesionales. Los especímenes tratados con FFS demostraron mejor movimiento articular en comparación con otras soluciones, además de lograr neumoperitoneo con 5mmHg de CO2. Los estudiantes refirieron sentir menos molestias sensoriales al utilizar cadáveres preservados con FFS. Conclusiones Aunque otras SP son efectivas, los altos costos y la complejidad restringen su uso. Cadáveres preservados con FFS presentan arcos de movimiento similares a Thiel. Los estudiantes prefirieron trabajar con FFS en vez de FF, debido a la flexibilidad, el color y la ausencia de molestias sensoriales. Proponemos FFS como una alternativa viable a las SP tradicionales (AU)


Assuntos
Humanos , Cadáver , Educação Médica/métodos , Formaldeído , Preservação Biológica/métodos , Anatomia/educação
2.
Int J Med Educ ; 13: 221-229, 2022 Aug 31.
Artigo em Inglês | MEDLINE | ID: mdl-36049218

RESUMO

Objectives: This qualitative study aims to explore how fourth-year medical students on the surgery course perceived a clinical anatomy workshop organised by near-peer student teachers in partnership with faculty. Methods: Forty-seven medical students participated in a workshop on clinical anatomy in the dissection laboratory. A voluntary response sampling method was used. The students' perceptions of the workshop were explored through a thematic content analysis of transcribed, semi-structured group interviews and written comments. Results: A majority of the students had not revisited the dissection laboratory since their second year, and all students described the workshop as a unique opportunity to vertically integrate anatomical knowledge. Four main themes were identified as most valuable for the students' learning experience, namely that the workshop 1) was taught by knowledgeable and friendly near-peer tutors (NPTs), 2) consisted of highly relevant anatomical content, 3) offered a hands-on experience of cadavers in the dissection laboratory, and 4) was taught in a focused session in the middle of the surgery course. Conclusions:  This study shows how hands-on workshops in clinical anatomy, developed in student-staff partnerships and taught by NPTs, can enable senior medical students to recall and vertically integrate anatomical knowledge during surgical clerkships. The results have implications for curriculum design, giving voice to senior students' wishes for spaced repetition and vertical integration of pre-clinical anatomy knowledge during their clinical training. Moreover, this study may inspire other students and faculty to develop similar near-peer teaching activities through student-staff partnerships.


Assuntos
Anatomia , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , Currículo , Dissecação/educação , Educação de Graduação em Medicina/métodos , Humanos , Grupo Associado , Ensino
3.
J Postgrad Med ; 68(3): 156-161, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36018074

RESUMO

Advancement in technology has given students and institutes an educational, interactive, and diagnostic aid with virtual reality functionality known as the Anatomage table. This review analyses the various spheres of the medical field where the 3D virtual tool is being used and assesses its acceptability, convenience, and practical application. A search for relevant studies in various databases namely Pubmed, Embase, Wiley Library, and Google Scholar was performed, and the data was compiled to understand the use of the Anatomage table. The search yielded a total of 24 studies that focused on the use of the Anatomage table. Eleven articles focused on using Anatomage as a learning tool and 13 described the perception of the Table. Anatomage table offers an excellent tool for learning anatomy by virtual dissection. The tool is not only used as a teaching aid, but also as a diagnostic and planning tool in residency programs. Adding the tool as an educational aid boosts the existing curriculum and helps to counter the challenges with cadaveric dissection. The equipment cost and its maintenance charges may be a deciding factor for the underutilization of the tool in developing countries.


Assuntos
Anatomia , Educação de Graduação em Medicina , Estudantes de Medicina , Currículo , Dissecação , Humanos , Aprendizagem , Estudantes
4.
Bull Hist Med ; 96(2): 151-181, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35912617

RESUMO

By the mid-1950s, formal body donation programs began to supplant the decades-long reliance on the anatomy acts that made the bodies of the indigent and unclaimed available for medical education and research. By the mid-1980s, nearly all American medical schools relied on voluntary anatomical gifts of dead bodies. Throughout the nineteenth century, a handful of Americans requested through wills, letters, and suicide notes that their corpses be given to doctors and medical schools. The dramatic expansion of American newspapers after the Civil War helped establish bequeathing one's body as an available, albeit eccentric, afterlife. A significant shift in American deathways in the twentieth century, the rise of blood donation and organ transplantation, and a serious decline in the number of unclaimed bodies spurred anatomists finally to accept, and then to promote, this new corporeal philanthropy.


Assuntos
Anatomia , Educação Médica , Anatomia/educação , Anatomia/história , Cadáver , Humanos , Faculdades de Medicina
6.
Anat Sci Educ ; 15(5): 811-826, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-35968688

RESUMO

To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-to-face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-to-face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-to-face learning, suggesting stronger stress responses in the face-to-face learning environment (η2  = 0.421, P < 0.001). Furthermore, participants engaged in face-to-face learning showed significantly higher cortisol concentrations (η2  = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-to-face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face-to-face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.


Assuntos
Anatomia , COVID-19 , Educação à Distância , Estudantes de Medicina , Anatomia/educação , Humanos , Hidrocortisona
7.
Cir. pediátr ; 35(3): 141-145, Jul 2022. ilus, tab
Artigo em Espanhol | IBECS | ID: ibc-206104

RESUMO

Objetivos: Describir la creación de un modelo original de látex líquido diseñado para la simulación de la pieloplastia laparoscópica (PL) en lactantes, construido a partir de una impresión tridimensional (3D), y valorar su utilidad. Material y métodos: Se diseñó un modelo 3D de una pelvis dilataday un uréter con estenosis pieloureteral (EPU), que fue recubierto por látex líquido obteniendo modelos flexibles para realizar la pieloplastia en un pelvitrainer. El precio total de cada modelo fue de 6 euros. Se realizó un estudio cuasiexperimental, ciego y no aleatorizado, midiendo el tiempo quirúrgico y la puntuación OSATS (Objective Structured Assessment of Technical Skills). Tras completar la simulación, se realizó una encuesta utilizando la escala de Likert, en la cual se valoró el aspecto general, la textura, la utilidad del modelo y el grado de recomendación en el entrenamiento habitual. Resultados: Ocho cirujanos pediátricos dedicaron una mediana de71,5 minutos (R 50-86), y puntuaron una mediana de 20,1/30 (R 17-24)en la escala OSATS. El modelo obtuvo una valoración de 4,25 (R3-5) en aspecto general, 4,37 (R3-5) en textura, 4,5 (R 4-5) en utilidad y 4,6(R 4-5) en recomendación para incorporar al entrenamiento habitual. Conclusiones: El uso de nuestro modelo de látex líquido para lasimulación de la pielopalstia laparoscópica es factible y los resultados preliminares han sido favorables. Su utilidad como herramienta en el entrenamiento de la pieloplastia laparoscópica es prometedora.(AU)


Objective: To describe the creation of an original 3D-printed liquid latex model designed for laparoscopic pyeloplasty (LP) simulation in infants, and to assess its usefulness. Materials and methods: A 3D model of a dilated pelvis and a ureter with ureteropelvic junction obstruction (UPJO) was designed. It was covered in liquid latex, which allowed flexible models to be achieved in order to conduct pyeloplasty in a pelvitrainer. The total price of each model was 6 euros. A nearly-experimental, non-randomized, blind study was carried out, while measuring operating times and OSATS (Objective Structured Assessment of Technical Skills) scores. Following simulation completion, a survey based on Likert scale was conducted to assess overall appearance, texture, usefulness, and probability of recommending the model for regular training. Results.: 8 pediatric surgeons spent a median of 71.5 minutes (range: 50-86), and rated the model with a median 20.1/30 (range: 17-24) OSATS score. The model received a 4.25 (range: 3-5) score in terms of overall appearance, a 4.37 (range: 3-5) score in terms of texture, a 4.5 (range: 4-5) score in terms of usefulness, and a 4.6 (range: 4-5) score in terms of probability of recommending the model for regular training. Conclusions: Our liquid latex model for laparoscopic pyeloplasty simulation is feasible, with favorable preliminary results. Its usefulness in laparoscopic pyeloplasty training is promising.(AU)


Assuntos
Humanos , Masculino , Feminino , Pré-Escolar , Criança , Exercício de Simulação , Laparoscopia , Treinamento por Simulação , Impressão , Látex , Procedimentos Cirúrgicos Reconstrutivos , Ureter , Constrição Patológica/cirurgia , Constrição Patológica/terapia , Impressão Tridimensional , Pediatria , Capacitação Profissional , Anatomia , Projetos Piloto
8.
Surg Radiol Anat ; 44(8): 1185-1192, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-35895100

RESUMO

INTRODUCTION: Anatomical sciences involve handling of human tissues and, therefore, application of principles of bioethics is central to anatomical practice. For a considerable period of time, anatomy was practiced without ethical norms as concept of ethics developed during second half of twentieth century. Hence, possible glimpse into contrast in ethical standards between anatomy in the past and present was deemed as an intriguing research theme. METHODS: A literature search was undertaken from indexed databases (Medline and Pubmed, Scopus, Embase, CINAHL Plus, Web of Science and Google Scholar). Relevant data were extracted from 37 articles that were selected from an initial pool of 752 articles based on search criteria set for the study. RESULTS: Prevalent anatomical practices in the past such as dissection of executed criminals, acts of vivisection, illegal procurement of human remains, use of human tissues obtained as part of war crimes and dissection of human fetuses as well as their archival were analyzed through prism of established ethical norms in present day. The observations from past were presented vis-à-vis ethical practices undertaken in present times such as use of donated bodies and/or body parts procured through legal means for dissection, adherence to ethical norms during dissection, archival of human tissues mandating stringent regulation and dignified disposal of human remains. Existing loop holes were identified and future prospects regarding ethical standards in anatomy were highlighted based on rational judgment of existing trends. CONCLUSION: The article concludes with defense on future prospects of ethics in anatomy based on documented arguments.


Assuntos
Anatomia , Restos Mortais , Anatomia/história , Cadáver , Dissecação/história , Corpo Humano , Humanos
10.
Anat Sci Educ ; 15(5): 970-979, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-35892188

RESUMO

The study of anatomy is a team-driven field in which anatomy instruction occurs in small groups in the laboratory with one faculty member guiding students through each anatomical region. One laboratory experience may include several small group instructors in one simultaneous learning session. In comparison, the education of future gross anatomists often happens in an apprenticeship model, where the optimal learning outcomes are met through training with an experienced mentor. It was the vision of the authors to further their education through initiating an inter-institutional exchange to apprentice with innovative mentors in order to bring new ideas back to their own gross anatomy courses. The Southeastern Conference, a consortium of the Universities in the Southern region of the United States often associated with intercollegiate sports, has a host of academic initiatives in addition to the athletic emphasis. The Southeastern Conference Faculty Travel Program is one mechanism by which the organization promotes scholarly excellence. In this case, the Faculty Travel Program provided a way for authors from the University of Kentucky to visit a nearby institution, Vanderbilt University, and learn from like-minded anatomy educators, with the goal of incorporating changes in their courses geared toward quality improvement. After this implementation, positive themes emerged in the student feedback on course evaluations. However, the collaboration was interrupted by the onset of the Covid-19 pandemic. This article examines the strengths of interinstitutional apprenticeship and the benefits of such practices in a time of accelerated change in anatomical instruction.


Assuntos
Anatomistas , Anatomia , COVID-19 , Anatomia/educação , Humanos , Pandemias , Melhoria de Qualidade , Ensino
11.
Surg Radiol Anat ; 44(8): 1193-1199, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-35809124

RESUMO

PURPOSE: New training methods sprung up using communication technologies after the suspension imposed on Greek Universities due to restrictive measures against the COVID-19 pandemic. The current questionnaire-based study evaluates the efficacy and utility of the interactive online anatomy labs (ONALs) in assisting the assimilation of anatomy and substituting dissection labs during the pandemic. METHODS: ONALs consisting of video recorded demonstrations of dissected cadavers were developed so that real-time dialogue and interaction between tutor and students was feasible. First- and second-year medical students who were taught neuroanatomy and splanchnology and first-year dental students who were taught head and neck anatomy evaluated the ONALs. RESULTS: One hundred and sixty students participated. The 61 students (38.13%) attended the splanchnology, 58 (36.25%) the neuroanatomy, and 41 (25.63%) the head and neck anatomy course. 86.9% of the participants found the ONALs beneficial for their study. The 75.5% with previous experience of a "face-to-face" dissection replied that the ONALs cannot substitute satisfactorily "face-to-face" dissections. 63.8% replied positively to the ONALs maintenance after the pandemic. CONCLUSIONS: The study's novelty is based on the maintenance of the greater possible interaction between tutors and students during the ONALs, in contrast to the previously described usage of dissection educational videos in anatomy. Our findings reinforce the established statement that "a teaching dissection is an irreplaceable tool in anatomy education". However, the ONALs were well-received by the students and can be kept on as a supplementary teaching modality and can be proven quite useful in Medical Schools that lack cadavers.


Assuntos
Anatomia , COVID-19 , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , COVID-19/epidemiologia , COVID-19/prevenção & controle , Cadáver , Currículo , Educação de Graduação em Medicina/métodos , Humanos , Pandemias/prevenção & controle , Ensino
12.
Surg Radiol Anat ; 44(7): 1063-1069, 2022 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-35779077

RESUMO

PURPOSE: Anatomy, one of the cornerstone branches of medical education, is one of the rare areas, where the traditional method remains the most efficient education method despite technological developments. However, the COVID-19 pandemic has made it impossible for the traditional method to continue and has enabled the integration of different distance learning methods into anatomy education. The aim of our study is to perform comparative evaluation of three education methods (traditional, asynchronous online, synchronous online) from the students' perspective. METHODS: In our study, a questionnaire form was sent to Eskisehir Osmangazi University Faculty of Medicine students (n = 168) via Google forms. The students were asked to rank the anatomy education types from the most appropriate to the least appropriate in the proposals. The questionnaire consisted of multiple choice and open-ended questions in addition to 15 proposals questioning demographic information, student autonomy, efficiency, and preference. RESULTS: According to the results obtained, the students stated that the most efficient method (in terms of both theoretical "50%" and practical "55.4%") is the traditional method. In addition, when it comes to preference, students who preferred one of the distance online education types (asynchronous or synchronous) for theoretical anatomy constituted the majority (59.5%). The traditional method was rated as the least appropriate in terms of accessing course resources (42.3%). CONCLUSIONS: According to our study, while face-to-face education is still indispensable for the practical part of the ideal anatomy education, the theoretical part can be carried out remotely by strengthening it with some activities.


Assuntos
Anatomia , COVID-19 , Educação à Distância , Estudantes de Medicina , Anatomia/educação , COVID-19/prevenção & controle , Humanos , Pandemias/prevenção & controle , Inquéritos e Questionários
13.
BMC Med Educ ; 22(1): 491, 2022 Jun 24.
Artigo em Inglês | MEDLINE | ID: mdl-35739531

RESUMO

Anatomy is known to be the oldest and most fundamental branch among medical sciences. That is the reason why it is given at the beginning of medical education to form the basis for other medical sciences. Students who newly begin medical education need to spare plenty of time outside the course hours to study Anatomy which involves different and a lot of terminology. In this study, online repetitions were done outside the class using the repetition (classical presentation) and scenario-based repetition methods and the knowledge levels, course engagement statuses and online learning attitudes of the students were compared quantitatively and qualitatively between the groups.The study was conducted with 162 medical school year 2 students. These 162 students were randomized to experimental and control groups. The data were obtained with "Anatomy Achievement Test (AAT)", "Classroom Engagement Inventory (CEI)" and "Medical School Students' Attitudes Towards Online Learning Scale (MSSATOLS)". After administering the experimental procedure to the students who were randomized to the experimental and control groups, focus group interviews were held with 16 students from the experimental group, 8 who received the highest scores and 8 who received the lowest scores from the data collecting instruments. The collected research data determined that the affective engagement (AE) and the anatomy achievement test (AAT) performed pre- and post-study were higher in the group in which the scenario-based repetition strategy was applied. AAT pre-test (mean = 27.16) and post-test (mean = 27.15) scores of the repetition group were very close to each other. However, the AAT post-test (mean = 32.33) average of the scenario-based repetition group was above the mean pre-test scores (mean = 26.79) (p < .05). Similarly, the mean AE pre-test (mean = 17.79) and post-test (mean = 17.91) scores of only the repetition group were very close to one another. However, the AE post-test (mean = 19.46) mean score of the scenario-based repetition group was above the mean pre-test score (mean = 17.82) (p < .05). In summary, pre-test and post-test scores changed the anatomy achievement and affective engagement scores, and this change was in favour of experimental group and increasing the post-test scores.The responses given to the questions in the scales and the impressions obtained from qualitative interviews indicated that the students did not find adequate the lectures given in the form of presentations alone and thought that various methods and primarily scenario-based education should be used as part of anatomy education to be able to establish a good connection with clinical sciences and Anatomy education should be provided not only at the beginning of the medical education but also in the following years.


Assuntos
Anatomia , Educação à Distância , Estudantes de Medicina , Logro , Anatomia/educação , Atitude , Currículo , Humanos , Faculdades de Medicina
14.
N Z Med J ; 135(1548): 19-30, 2022 01 21.
Artigo em Inglês | MEDLINE | ID: mdl-35728127

RESUMO

AIM: This study describes the developmental process of a series of anatomy games for medical students and analyses student participation and experiences around the gamification process. METHODS: Three diverse anatomy games were developed on the undergraduate medical curriculum. Based on students' playing and simultaneous learning experiences in each game, subsequent game contents were constructively modified. Students from three different universities participated in the study (total cohort=646); their experiences on the different games were documented and compared with each other. RESULTS: Feedback from 219 players showed that the games were fun (95%) and interesting (81%) and assisted their anatomy learning (97%); students' fun, interest and learning improved significantly in the two subsequent games (p<0.001). CONCLUSION: Carefully designed anatomy games create a fun-filled and interesting learning environment for undergraduate medical students. Learning experiences improved when students' feedback was appropriately addressed to constructively modify the subsequent learning resources.


Assuntos
Anatomia , Educação de Graduação em Medicina , Gamificação , Anatomia/educação , Currículo , Humanos , Aprendizagem , Nova Zelândia , Estudantes de Medicina
15.
Anat Sci Educ ; 15(5): 928-942, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-35766990

RESUMO

The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05). Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort. The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance.


Assuntos
Anatomia , COVID-19 , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , Anatomia Regional/educação , Controle de Doenças Transmissíveis , Currículo , Educação de Graduação em Medicina/métodos , Humanos , Pandemias , Estudantes de Medicina/psicologia
16.
Anat Sci Educ ; 15(5): 827-838, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-35726438

RESUMO

Few realized the extent of disruption that the Covid-19 global pandemic would impose upon higher anatomical education. While many institutions were obliged to adopt a fully-remote online model, the New York Institute of Technology College of Osteopathic Medicine strove to develop a curriculum that would allow medical students to receive an in-person anatomy education. A hybrid model that emphasized learning from prosected cadavers and self-study stations was implemented, with the remainder of the students' time directed toward studying at home. Through an anonymous survey aimed at gleaning student satisfaction, this study demonstrates that this hybrid prosection-based anatomy course aligned with student preferences both assuming no health risk (64.6% agreed) and given the current risk of contracting Covid-19 (78.5% agreed). Generally, students felt that their education was equal to that of previous years (Likert scale = 3.24 ± 1.05), fostered an appreciation for anatomy (4.56 ± 0.59), promoted teamwork (4.13 ± 0.85), and prepared them for practical examinations (4.18 ± 0.74). Linear mixed-effect models demonstrated that specific differences in results could be attributed to students' preconceived preferences toward student-led dissections and to past medical training. Importantly, most students "disagree" (1.97 ± 1.00) that they were concerned about the risk of exposure to Covid-19 during in-person anatomy laboratory sessions. Areas requiring improvement were identified by the model, including the provision of access to the cadavers outside of the regularly scheduled laboratory times (3.89 ± 1.08). These findings should be utilized when designing future gross anatomy courses in response to the "new normal".


Assuntos
Anatomia , COVID-19 , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , Cadáver , Currículo , Educação de Graduação em Medicina/métodos , Humanos , Pandemias , Satisfação Pessoal
17.
PLoS One ; 17(6): e0267550, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35679263

RESUMO

Anatomy Nights is an international public engagement event created to bring anatomy and anatomists back to public spaces with the goal of increasing the public's understanding of their own anatomy by comparison with non-human tissues. The event consists of a 30-minute mini-lecture on the anatomy of a specific anatomical organ followed by a dissection of animal tissues to demonstrate the same organ anatomy. Before and after the lecture and dissection, participants complete research surveys designed to assess prior knowledge and knowledge gained as a result of participation in the event, respectively. This study reports the results of Anatomy Nights brain events held at four different venues in the UK and USA in 2018 and 2019. Two general questions were asked of the data: 1) Do participant post-event test scores differ from pre-event scores; and 2) Are there differences in participant scores based on location, educational background, and career. We addressed these questions using a combination of generalized linear models (R's glm function; R version 4.1.0 [R Core Team, 2014]) that assumed a binomial distribution and implemented a logit link function, as well as likelihood estimates to compare models. Survey data from 91 participants indicate that scores improve on post-event tests compared to pre-event tests, and these results hold irrespective of location, educational background, and career. In the pre-event tests, participants performed well on naming structures with an English name (frontal lobe and brainstem), and showed signs of improvement on other anatomical names in the post-test. Despite this improvement in knowledge, we found no evidence that participation in Anatomy Nights improved participants' ability to apply this knowledge to neuroanatomical contexts (e.g., stroke).


Assuntos
Anatomia , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , Encéfalo , Currículo , Dissecação , Educação de Graduação em Medicina/métodos , Avaliação Educacional , Cabeça , Humanos , Inquéritos e Questionários
19.
Adv Physiol Educ ; 46(3): 426-437, 2022 Sep 01.
Artigo em Inglês | MEDLINE | ID: mdl-35695290

RESUMO

Humanization of donors in gross anatomy courses has been reported to facilitate professional behavior in healthcare students. However, there is a lack of research investigating whether students' knowledge of donor information is associated with humanization of whole body donors. To address this gap, the present study aimed to 1) determine whether knowledge of donor information is associated with greater humanization of donors and 2) investigate student perceptions of receiving donor information. Donor information was provided to students at the beginning of the course (cohort A) or at midsemester (cohort B). Questionnaires utilized quantitative and qualitative methods to assess humanization and student perceptions at the beginning, middle, and end of the semester. Independent t tests demonstrated that there was no statistically significant difference in mean humanization scores between cohorts A and B before the first dissection [t(37) = 0.449, P = 0.656], at midsemester [t(35) = -1.546, P = 0.131], or at the end of the semester [t(28) = 0.004, P = 0.997]. Thematic analysis demonstrated that as the semester progressed students' view of dissection as an invasion of privacy and the donor as a patient decreased. Themes delineated from students' open-ended responses revealed that students felt a connection with their donors; that the donors' consenting information gave permission to dissect; and that the information gave students an invaluable learning experience. Students demonstrated detached concern toward their donor, viewing the donor as a learning tool or educator rather than a patient. However, their responses also indicated the development of a deeper, personal connection to donors.NEW & NOTEWORTHY A look at the use of donor personal statements and information to humanize donors and how it influenced students' experiences in a gross anatomy laboratory.


Assuntos
Anatomia , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , Cadáver , Currículo , Dissecação/educação , Educação de Graduação em Medicina/métodos , Humanos , Aprendizagem , Inquéritos e Questionários , Doadores de Tecidos
20.
Porto Alegre; Editora Rede Unida; 20220626. 222 p.
Monografia em Português | LILACS | ID: biblio-1378841

RESUMO

Este livro pretende discutir a questão da clínica como parte do cuidado em saúde, tomando como foco e analisador o conceito de projeto terapêutico. Há uma relação direta entre clínica, cuidado e projeto terapêutico, e esta relação tem sua origem no conceito de corpo. Ou seja, para discutir estes temas, temos que pensar inicialmente: o que é um corpo?, ou, lidarmos com a pergunta ontológica de Spinoza (2011): o que pode um corpo? A premissa, ao fazer estas perguntas, é que a ideia que se faz de clínica, que conduz a certas práticas, tem por base o conceito de corpo. Ou seja, dependendo da resposta a "o que é um corpo", pensa-se uma prática de saúde, as ferramentas enquanto saberes para lidar com este corpo e os modos de cuidar. Foi tentando buscar a origem do conceito que encontramos em Foucault (1998), no seu consagrado livro "O Nascimento da Clínica", as primeiras pistas para pensar o tema. O autor estava buscando compreender como e de onde nasce a clínica atual, e vai pesquisar a prática médica do século XVII. Diz o autor que até este período o corpo era considerado sagrado, e havia proibição por parte da igreja, que na época exercia um grande poder ­ equivalente ao do estado - quanto a mexer neste corpo após a morte. O corpo intocado era uma barreira ao avanço da pesquisa, e por isto, médicos, principalmente patologistas e cirurgiões, começam clandestinamente a abrir o corpo para entendê-lo, e a compreender seu funcionamento. O avanço da ciência impõe a realidade de que os estudos da medicina deveriam prosseguir, com autorização para o manejo e a pesquisa, usando os cadáveres para isto. Assim foi possível avançar na compreensão da anatomia e fisiologia humanas.


Assuntos
Atenção Primária à Saúde , Educação Continuada , Prática Clínica Baseada em Evidências , Acesso aos Serviços de Saúde , Pesquisa , Anatomia
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