Medicine and Health Sciences Commons^™

Anatomy Lab, Brian R. Smith

Journal of Wellness

No abstract provided.

3d Printed Coronary Arteries: A Useful Tool In Anatomical Education, Zachary Pang, Shreyas Chandragiri, Alexander Hajduczok, Md, Zachary Mace, Jesse Ottaway, Cannon Greco Hiranaka, Michael Wong, Tammy Yoshioka, Noah Haroian, Md, Pharmd, Guiyun Zhang, Md, Phd

Department of Medical Education Posters

Introduction

Learning 3D anatomy from 2D figures can be challenging. The use of 3D printing in medical education has shown to improve knowledge and skill in surgical training⁽¹⁾. We investigated the efficacy of 3D printed coronary artery models in teaching coronary anatomy to medical students.

Is Cadaveric Dissection Essential In Medical Education? A Qualitative Survey Comparing Pre- And Post-Covid-19 Anatomy Courses, Smriti Kochhar, Tasfia Tasnim, Adarsh Gupta

Rowan-Virtua School of Osteopathic Medicine Faculty Scholarship

CONTEXT: With the surge of the novel coronavirus (SARS-CoV-2 [COVID-19]), the modality of teaching anatomy has shifted from in-person cadaveric dissection to virtual lessons for incoming first-year medical students. As a result, we aim to assess the impact that this curriculum change has on student perspectives.

OBJECTIVES: This study aims to understand the relative effect of a virtual anatomy course implemented during the pandemic (2019-2020) on the confidence, skills, and perspectives of first-year medical students compared to medical students who had traditional in-person anatomy at Rowan University School of Osteopathic Medicine (Rowan SOM) in Stratford, New Jersey.

METHODS: The authors …

Preserving Safety While Upholding The Integrity Of Medical Education And Practical Skills: The Impact Of Covid-19 On Teaching Human Anatomy, Anna Cowan

Undergraduate Honors Theses

The global pandemic caused by COVID-19 placed constraints on several aspects of normal life, especially those of higher level education. While many programs moved to teaching in a strictly online format, there are some courses in which this structure was not appropriate. This study observed the outcome of the adapted course structure employed at Quillen College of Medicine during their Gross Human Anatomy course. Through a voluntary survey and multiple independent t-tests, it was demonstrated that the students who took the adapted course performed, on average, 2 points lower on each exam than previous classes. Also, this study showed that …

Which Motivational Behaviors Impact Success In A Clinical Anatomy Course For Entry Level Doctor Of Physical Therapy Students?, Philip Fabrizio, Anne M.R. Agur, Shannon L. Groff

PCOM Scholarly Papers

Objectives: The motivational behavior of self-efficacy for learning and performance was correlated with academic success in Doctor of Physical Therapy (DPT) students taking clinical anatomy, the first foundational course in the program. Students’ motivation strategies have been reported to be important factors in academic success, however, these strategies have not been investigated in DPT students. Therefore, the purpose of this study was to determine if course grade in clinical anatomy was correlated with the motivation subscales of the Motivated Strategies for Learning Questionnaire (MSLQ).Materials and Methods: The MSLQ was administered to 33first-year DPT students who consented to participate in the …

A Clinical Teaching Of Plantar Fasciitis, Karlie A. Knapek, Chuck Ruot, Lindsay Spindler

International Journal of Exercise Science: Conference Proceedings

CLINICAL PRESENTATION & EXAM: The patient presents with pain localized in the plantar heel on the medial side of the foot. Often, there is a gradual onset of pain, but it can become very intense. The patient notices pain when walking either after first getting up in the morning or after a long period of rest. The pain can subside after walking for a short period of time but may return after a long period of any weight-bearing activities. An athlete with plantar fasciitis might have pain that subsides during the warm-up but can return after a longer duration …

A&P Workshop Summary—Uniting Anatomy And Physiology Through Case Studies, Angela Horner, Stuart Sumida, Tomasz Owercowicz

Q2S Enhancing Pedagogy

Introducing problem-solving based methods of pedagogy is one approach to engage students early in their careers with developing analytic and diagnostic skills. PBL approaches in anatomy and medical teaching are a logical extension of clinical case studies, wherein an example of a pathology or clinical procedure is provided, and students must ascertain the anatomical and/or physiological basis for it. Students report a deeper understanding of material presented in clinical case studies, as the ‘real world’ relevance and importance is immediately clear (Cliff and Wright, 1996).

An Investigation Of Anki Flashcards As A Study Tool Among First Year Medical Students Learning Anatomy, Tanvi Rana, Chaiya Laoteppitaks, Md, Guiyan Zhang, Md, Phd, Gregory Troutman, Shruti Chandra, Md

Phase 1

Purpose: Anatomy is a challenging course in medical school, in part because of the vast number of facts that must be memorized. Current literature suggests the value of spaced repetition in the learning of factual information, and online tools such as Anki flashcards have been developed to facilitate it. The purpose of this study is to investigate the role of curriculum-specific Anki flashcards as a study tool for first year medical students learning anatomy.

Methods: A set of Anki flashcards was created for the anatomy thread of the first block (i.e. back, pectoral, shoulder, vertebral regions) of the JeffMD curriculum …

Pathways To Success In Anatomy And Physiology At The Community College: The Role Of Prerequisite Courses, Staci B. Forgey, Mitchell R. Williams, Shana Pribesh

Educational Foundations & Leadership Faculty Publications

Gatekeeper courses such as Anatomy and Physiology are often referenced in discussions regarding the national shortage of persons in allied health professions. In an attempt to bolster access to STEM professions, some community colleges are mandating prerequisite courses such as Natural Sciences and/or General Biology for STEM gatekeeping courses. In this study, we examined which of these prerequisite courses helped students to pass Anatomy and Physiology and whether the courses are an additional barrier to STEM field completion. This was the first study to evaluate whether a prerequisite course was predictive of success in Anatomy and Physiology, and it contributes …

The Effectiveness Of Anatomy Laboratory Videos On Osteopathic Medical Students’ Performance, Sumathilatha Sakthi Velavan, Bedia Castellanos

Touro College of Osteopathic Medicine (New York) Publications and Research

Introduction: The usage of audio-visual aids in medical education has always been rewarding. This study aimed at evaluating the efficacy of supplementing traditional dissection based laboratories with the video demonstration of specimens.

Methods: The study was conducted among first-year osteopathic medical students of two consecutive years. The laboratory demonstration videos were recorded and provided to the experimental group and the previous class served as the historical controls. Two Likert scale based questionnaires were completed by the experimental group before and after their final examination. The students' performance in the Anatomy practical examinations were compared between the two groups. …

Does The Foundational Model Of Anatomy Ontology Provide A Knowledge Base For Learning And Assessment In Anatomy Education?, Melissa D. Clarkson, Mark E. Whipple

Institute for Biomedical Informatics Faculty Publications

Throughout the development of the Foundational Model of Anatomy (FMA) ontology, one of the use cases put forth has been anatomy education. In this work, we examine which types of knowledge taught to anatomy students can be supported by the FMA knowledge base. We first categorize types of anatomical knowledge, then express these patterns in the form “Given ____, state ____”. Each of the 33 patterns was evaluated for whether this type of knowledge is compatible with the modeling and scope of the FMA.

Anatomical Knowledge Retention In Changing Curricula, Alexa Lean, Juliet Lee, Ellen Goldman, Gisela Butera, Kirsten Brown, Rosalyn Jurjus

GW Research Days 2016 - 2020

Traditionally anatomy is one of the first subjects taught in medical school. Practicing physicians have commented on medical students’ poor anatomical knowledge in surgically oriented clerkships. Literature also shows that correlating clinical and anatomical sciences throughout early medical education may improve anatomical knowledge retention. With major medical school curricular changes happening across the nation, more quantitative data confirming this correlation is needed.

The medical curriculum at the George Washington University School of Medicine recently underwent reorganization, transforming an earlier discipline-based curriculum to that of an integrated system-based one. In order to determine whether reorganization has an effect on anatomical knowledge …

Students' Perceptions Of Usefulness Of Anatomy Demonstrations In Traditional And Hybrid Undergraduate Medical Education Curricula, Ayesha Saba Naz, Rehana Rehman, Zehra Jamil, Khalid Ahmed, Ambreen Surti

Department of Biological & Biomedical Sciences

A cross-sectional study was carried out to study students' perceptions on the usefulness of Anatomy demonstrations (AD) in the undergraduate medical education by comparing the Conventional Medical College (CMC) and problem-based learning as hybrid curriculum (HMC). Purposive sampling technique was used and all students were included. The completed questionnaire responses were returned by 92 CMC and 87 HMC students. CMC cohort understood the structural relationship more than HMC (p=0.03). AD helped 50 students (54%) of CMC to get through the theory examination, however 73 (84%) students of HMC found them useful in preparation for theory examinations (p<0.001). The importance of AD as a major content delivery strategy cannot be overemphasized in the anatomy curriculum and useful teaching strategies from various undergraduate medical curricula, such as the use of the plastic and plastinated models and the session handouts.

Inside Exploration, Reagan E. Long

Chancellor’s Honors Program Projects

No abstract provided.

How Useful Is Youtube In Learning Heart Anatomy?, Athanasios Raikos, Pasan Waidyasekara

Athanasios Raikos

Nowadays more and more modern medical degree programs focus on self-directed and problem-based learning. That requires students to search for high quality and easy to retrieve online resources. YouTube is an emerging platform for learning human anatomy due to easy access and being a free service. The purpose of this study is to make a quantitative and qualitative analysis of the available human heart anatomy videos on YouTube. Using the search engine of the platform we searched for relevant videos using various keywords. Videos with irrelevant content, animal tissue, non-English language, no sound, duplicates, and physiology focused were excluded from …

Collaboration In Support Of Curricular Innovation, Shelley Bader, Alexandra Gomes, James Michelson

Himmelfarb Library Faculty Posters and Presentations

The migration of traditional anatomy and pathology wet labs to a digital format requires significant planning and collaboration amongst key faculty, administrative, and technology personnel. In addition to conversion of course materials, the changed format necessitated the renovation of a traditional bench lab to a state-of-the art digital classroom, significant IT investment, and ongoing coordination by library, classroom and computer resources personnel. Standardized policies and procedures were developed to guide additional requests for software to support new educational initiatives.

Collaboration In Support Of Curricular Innovations, Shelley Bader, Alexandra Gomes

Himmelfarb Library Faculty Publications

This article explores the process, staff and faculty resources, and technological investments applied to migrate the traditional anatomy and pathology wet lab into a state-of-the-art digital classroom.

Baron Larrey. By D. Hayes Agnew, M.D., D. Hayes Agnew, Md

Jefferson Medical College Opening Addresses

No abstract provided.

General Introductory To The Course Of Instruction In Jefferson Medical College Of Philadelphia, For The Session Of 1861-62. Delivered October 14, 1861., Franklin Bache, Md

Jefferson Medical College Opening Addresses

No abstract provided.

Introductory Lecture To The Course On The Institutes Of Medicine, In Jefferson Medical College, Delivered October 8, 1860., Robley Dunglison, Md

Jefferson Medical College Opening Addresses

No abstract provided.

Introductory Lecture To The Course On Midwifery, And Diseases Of Women And Children, In Jefferson Medical Colelge, Delivered October 12, 1859., Charles D. Meigs, Md

Jefferson Medical College Opening Addresses

No abstract provided.

An Inaugural Address Introductory To The Course On Surgery In The Jefferson Medical College Of Philadelphia, Delivered October 17, 1856., Samuel D. Gross, Md

Jefferson Medical College Opening Addresses

No abstract provided.

Lecture Introductory To The Course On Materia Medica And General Therapeutics, In The Jefferson Medical College Of Philadelphia., Robert M. Huston, Md

Jefferson Medical College Opening Addresses

No abstract provided.

Introductory Lecture To The Course Of Anatomy, Delivered In Jefferson Medical College, October 19th, 1849., Joseph Pancoast, Md

Jefferson Medical College Opening Addresses

No abstract provided.

Professor Meigs' Introductory Lecture Delivered In Jefferson Medical College Of Philadelphia, October 18, 1848., Charles D. Meigs, Md

Jefferson Medical College Opening Addresses

No abstract provided.

Lecture Introductory To The Course On The Practice Of Medicine In The Jefferson Medical College, Delivered November 2, 1847., John K. Mitchell, Md

Jefferson Medical College Opening Addresses

No abstract provided.

Dr. Dunglison's Introductory Lecture To The Course On Institutes Of Medicine, November 3, 1845., Robley Dunglison, Md

Jefferson Medical College Opening Addresses

No abstract provided.

An Introductory Lecture To The Course Of Institutes Of Medicine, &C. In Jefferson Medical College, Delivered Nov. 4, 1844., Robley Dunglison, Md

Jefferson Medical College Opening Addresses

No abstract provided.

On The Usefulness Of The Medical Profession, Beyond The Limits Of The Profession. A Lecture Introductory To The Course Of Practice Of Medicine In Jefferson Medical College Of Philadelphia, Delivered November 4, 1842., John K. Mitchell, Md

Jefferson Medical College Opening Addresses

No abstract provided.

An Introductory Lecture To The Course Of Institutes Of Medicine, &C. Delivered In Jefferson Medical College, November 1, 1841, Robley Dunglison, Md

Jefferson Medical College Opening Addresses

No abstract provided.