Perceived Benefits of Anatomy Coursework Prior to Medical and Dental School.

Student struggles in gross anatomy coursework at the professional level can result in hours of remediation along with a need to allot time and other resources by both the student and the faculty. Since this course typically occurs in the first semester of the first year, programs can turn to admissions data to try to determine which of these students may struggle. This study looked at two years of medical (n = 280) and dental (n = 78) students to determine if there is a relationship between pre-admissions anatomy coursework and performance in gross anatomy at the professional school level. Students provided data regarding their past anatomy coursework and final grades in professional school gross anatomy courses were obtained. In addition, students responded to questions regarding their feelings of preparation and how they valued the prior anatomy coursework as it related to the professional course. Statistical analysis showed no difference in final course grade between students with and without prior anatomy in either program. Counter to the numerical data, 96.6% of the students in the study recommended an anatomy course prior to pursuing a health science degree. The primary reasons given for this recommendation were the benefits of repeated content exposure, knowledge of the anatomy terminology, and decreased stress regarding the course. The results from this study suggest that the benefits of prior anatomy may be seen more in the students' stress and quality of life rather in the numerical performance of course grades.

A Look at the Anatomy Educator Job Market: Anatomists Remain in Short Supply.

In 2002, a widely publicized report projected an anatomy educator shortage based on department chairpersons' perceptions. Now, 17 years later, the question lingers: "Does an anatomy educator shortage persist and, if so, how severe is the shortage?" Trends in the number, type, and fill rate of anatomy educator job openings were explored by analyzing job posting in the United States over the past two years. A survey was distributed to leaders of anatomy-related departments in the United States, Canada, and European Union. Most departmental leaders who responded (65% or more) from the United States/Canada (n = 81) and the European Union (n = 52) anticipate they will have "moderate" to "great" difficulty hiring anatomy educators in gross anatomy, histology, and embryology over the next five years. Within the United States, the number of anatomy educator job postings at medical schools more than doubled from at least 21 postings in 2017 to 52 postings in 2018. Twenty-one percent of postings between 2017 and 2018 were never filled. While the number of anatomy educator openings within the United States/Canada is perceived to remain in a steady state for the next five years, the European Union estimates a five-fold increase in the number of openings. Departmental leaders prioritize anatomy educator applicants who have teaching experience (mean ± SD = 4.64 ± 0.84 on five-point Likert scale), versatility in teaching multiple anatomy disciplines (3.93 ± 1.07), and flexibility in implementing various teaching pedagogies (3.69 ± 1.17). Collectively, these data suggest the shortage of anatomy educators continues in the United States/Canada and the European Union.

Application of reliable change indices to computerized neuropsychological measures of concussion.

Serial assessments of neurocognitive functioning in athletes with concussion are commonly used for return to play decisions. This study provides reliable change indices (RCIs) for computerized tests from 40 NCAA Division I collegiate athletes that suffered a sports-related concussion. The normative data that resulted from the RCIs and subsequent analyses of differences between improved and not improved athletes may aid both clinicians and researchers to assess whether observed change on neuropsychological measures is reliable change or change due simply to practice effects. Hence, the RCIs presented herein provide information that may be used judiciously by a clinician for assessing meaningful change.

Prosection or Dissection: Which is Best for Teaching the Anatomy of the Hand and Foot?

Due to the current trend of decreasing contact hours and less emphasis being given to the basic science courses in the pre-clinical years of medical education, it is essential that new approaches to teaching gross anatomy are investigated to ensure medical students are being adequately exposed to anatomical content. This study retrospectively analyzed practical examination data from four medical gross anatomy classes (N = 569) to ascertain which pedagogical approach, student participation in the dissection process, or interaction with prosected specimens is best for teaching the anatomy of the hand and foot. Data analysis involved the use of propensity score matching, a nonparametric preprocessing statistical approach which ensures accurate representation of the true treatment effect by balancing cohorts prior to statistical analysis. Statistical analysis indicated that those students who were exposed to the anatomy of the hand through interactions with prosected specimens performed 5.6% better (P = 0.012) while for the foot, students who interacted with prosections performed 13.0% better (P < 0.001). Although limited, data from this study suggest that utilizing prosections of the hand and foot seems to be a more advantageous pedagogical approach for teaching these regions than requiring students to dissect them.

The effect of images on item statistics in multiple choice anatomy examinations.

Although multiple choice examinations are often used to test anatomical knowledge, these often forgo the use of images in favor of text-based questions and answers. Because anatomy is reliant on visual resources, examinations using images should be used when appropriate. This study was a retrospective analysis of examination items that were text based compared to the same questions when a reference image was included with the question stem. Item difficulty and discrimination were analyzed for 15 multiple choice items given across two different examinations in two sections of an undergraduate anatomy course. Results showed that there were some differences item difficulty but these were not consistent to either text items or items with reference images. Differences in difficulty were mainly attributable to one group of students performing better overall on the examinations. There were no significant differences for item discrimination for any of the analyzed items. This implies that reference images do not significantly alter the item statistics, however this does not indicate if these images were helpful to the students when answering the questions. Care should be taken by question writers to analyze item statistics when making changes to multiple choice questions, including ones that are included for the perceived benefit of the students. Anat Sci Educ 10: 68-78. © 2016 American Association of Anatomists.

Current trends in athletic training practice for concussion assessment and management.

CONTEXT: Athletic trainers surveyed in 1999 demonstrated little consensus on the use of concussion grading scales and return-to-play criteria. Most relied on clinical examination or symptom checklists to evaluate athletes with concussion. OBJECTIVE: To investigate the current trends of certified athletic trainers in concussion assessment and management. DESIGN: Subjects were invited to participate in a 32-question Internet survey. SETTING: An Internet link to the survey was e-mailed to the subjects. PATIENTS OR OTHER PARTICIPANTS: A total of 2750 certified athletic trainers and members of the National Athletic Trainers' Association were randomly e-mailed and invited to participate. MAIN OUTCOME MEASURE(S): Survey questions addressed topics including years of certification, number of concussions evaluated each year, methods of assessing concussion, and guidelines used for return to play. Compliance with the recent position statement of the National Athletic Trainers' Association on sport-related concussion was also evaluated. RESULTS: Certified athletic trainers averaged 9.9 +/- 7.3 years of certification and evaluated an average of 8.2 +/- 6.5 concussions per year. To assess concussion, 95% reported using the clinical examination, 85% used symptom checklists, 48% used the Standardized Assessment of Concussion, 18% used neuropsychological testing, and 16% used the Balance Error Scoring System. The most frequently used concussion grading scale and return-to-play guideline belonged to the American Academy of Neurology (30%). When deciding whether to return an athlete to play, certified athletic trainers most often used the clinical examination (95%), return-to-play guidelines (88%), symptom checklists (80%), and player self-report (62%). The most important tools for making a return-to-play decision were the clinical examination (59%), symptom checklists (13%), and return-to-play guidelines (12%). Only 3% of certified athletic trainers surveyed complied with the recent position statement, which advocated using symptom checklists, neuropsychological testing, and balance testing for managing sport-related concussion. CONCLUSIONS: Our findings suggest that only a small percentage of certified athletic trainers currently follow the guidelines proposed by the National Athletic Trainers' Association. Various assessment methods and tools are currently being used, but clinicians must continue to implement a combination of methods and tools in order to comply with the position statement.

Neuropsychological performance, postural stability, and symptoms after dehydration.

CONTEXT: Dehydration and concussion are common in athletic performance. Some experts have speculated that dehydration may negatively influence performance on tests commonly used for concussion assessment. OBJECTIVE: To determine how the signs and symptoms, neuropsychological performance, and postural stability are affected by dehydration. DESIGN: Repeated-measures design assessing subjects in the euhydrated and dehydrated conditions. SETTING: Sports Medicine Research Laboratory. PATIENTS OR OTHER PARTICIPANTS: Twenty-four healthy, male recreational athletes participated in the study. INTERVENTION(S): Subjects participated in 2 counterbalanced sessions (euhydrated and dehydrated) separated by at least 7 days. Subjects were dehydrated using fluid restriction and an exercise task. No direct intervention was provided for the euhydrated condition. MAIN OUTCOME MEASURE(S): We used the Standardized Assessment of Concussion to test mental status, the Automated Neuropsychological Assessment Metrics (ANAM) to evaluate neuropsychological performance, the NeuroCom Sensory Organization Test and Balance Error Scoring System to test postural stability, the Graded Symptom Checklist to assess symptom presence and severity in our participants, and urine specific gravity and body mass to determine hydration status. RESULTS: No differences were noted for the Standardized Assessment of Concussion, total Balance Error Scoring System errors, composite Sensory Organization Test, and composite ANAM scores between conditions. Subjects in the dehydrated condition had significant deterioration in visual memory (t(23) = 2.130, P < .001) and fatigue measures (t(23) = -7.880, P < .001) as assessed by ANAM. The dehydrated condition resulted in subjects reporting a significantly higher number (t(23) = -8.585, P < .001) and severity (t(23) = -7.673, P < .001) of symptoms than the euhydrated subjects on the Graded Symptom Checklist. CONCLUSIONS: Our results suggest that moderate dehydration (-2.5 +/- 0.63%) significantly influenced the self-report of symptoms commonly associated with concussion. Dehydration resulted in a deterioration of visual memory and increases in the self-report of fatigue. Despite these findings, dehydration did not affect other neuropsychological and postural stability objective testing measures for concussion.