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Methods and outcomes of teaching functional anatomy of the musculoskeletal system: A scoping review.
Chytas, D; Piagkou, M; Tsakotos, G; Protogerou, V; Demesticha, T; Natsis, K.
Afiliación
  • Chytas D; Basic Sciences Laboratory, Department of Physiotherapy, University of Peloponnese, 20, Plateon street, 23100, Sparta, Greece; European University of Cyprus, 6, Diogenous street, 2404 Engomi, Nicosia, Cyprus. Electronic address: dimitrioschytas@gmail.com.
  • Piagkou M; Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias street, 11527 Athens, Greece.
  • Tsakotos G; Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias street, 11527 Athens, Greece.
  • Protogerou V; Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias street, 11527 Athens, Greece.
  • Demesticha T; Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias street, 11527 Athens, Greece.
  • Natsis K; Department of Anatomy and Surgical Anatomy, Faculty of Health Sciences, Medical School, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece.
Morphologie ; 108(360): 100729, 2024 Mar.
Article en En | MEDLINE | ID: mdl-38007970
PURPOSE: Although musculoskeletal anatomy is inherently related to motion, there is a lack of evidence review about the best teaching practices for the locomotor apparatus functional anatomy. We aimed to detect the strategies that have been implemented for functional musculoskeletal anatomy education, and their outcomes, with the ultimate purpose of suggesting the most effective teaching methods. METHODS: The databases PubMed, Scopus, ERIC, and Cochrane Library were searched for papers with the purpose of exploring the outcomes (participants' perceptions and/or examination performance) of teaching functional musculoskeletal anatomy. From each study, the following information was extracted: author(s), number of participants, implementation method, participants' perceptions and/or examination performance after the educational intervention, and classification of the outcomes according to the Kirkpatrick hierarchy. RESULTS: Seven papers were included. Six of them involved active learning strategies (other than seeing, listening, and taking notes). Several specific teaching methods were implemented, including physical activities, lectures, textbooks, atlases, prosected specimens, near-peer teaching, and digital and physical models. Overall, methods that involved active learning, especially some form of physical activity, had the best educational outcomes, while passive learning was not found to be significantly more effective in any case. The role of modern anatomy education technologies has been inadequately explored. CONCLUSIONS: It appears that teaching functional musculoskeletal anatomy is more successful when using active learning methods, especially involving some form of physical activity. More research is necessary to determine the best environment for these methods and investigate the role of modern technologies in functional musculoskeletal anatomy education.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Educación de Pregrado en Medicina / Sistema Musculoesquelético Tipo de estudio: Systematic_reviews Límite: Humans Idioma: En Revista: Morphologie Asunto de la revista: ANATOMIA Año: 2024 Tipo del documento: Article Pais de publicación: Francia

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Educación de Pregrado en Medicina / Sistema Musculoesquelético Tipo de estudio: Systematic_reviews Límite: Humans Idioma: En Revista: Morphologie Asunto de la revista: ANATOMIA Año: 2024 Tipo del documento: Article Pais de publicación: Francia