Going back to anatomy roots: Exploring the integration of anatomy sessions during clinical clerkships.

IF 5.2 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Anatomical Sciences Education Pub Date : 2024-10-26 DOI:10.1002/ase.2521
Ashley N Walker, Bradley R Collins, Daniel Topping, Kevin Pierre, Abheek G Raviprasad, Venkatesh Nonabur, David King, Kyle E Rarey
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Abstract

The topic of vertical integration of the basic and clinical sciences is an area of great concern and active investigation in medical education. To explore the feasibility of integrating basic sciences into the clinical phase of medical education, gross anatomy was selected as an appropriate discipline. Anatomy faculty, clerkship directors, medical students, and graduate students developed case-based anatomy modules with a design consistent with the principles of self-directed learning. This pilot study aimed to explore medical student responses to the integration of anatomy sessions during clinical clerkships. One-hour anatomy sessions were conducted during rotations of the following clerkships: internal medicine, pediatrics, family medicine, neurology, obstetrics and gynecology, and general surgery during the academic year 2022-2023. Each session consisted of four case-based stations. Voluntary, anonymous surveys were distributed at the end of each session. Descriptive statistics of survey responses from the 490 participants revealed the overall ratings of the anatomy sessions to be above an 8.50 on a scale of 1.00 (low) to 9.00 (high). A small q thematic analysis of the open-ended survey questions revealed the following themes: relevance of clinical correlations presented, a timely review of anatomical content, appreciation for the collaborative setting and interactivity among the participants, and constructive feedback regarding areas needing improvement. Students reported a high overall rating of the anatomy sessions and shared positive comments about these vertically integrated anatomy experiences. With a reduction in the amount of anatomy instruction during the pre-clinical years and limited exposure during the clinical years, anatomy sessions like the ones proposed could allow for the fluid incorporation of gross anatomy across all 4 years of medical school.

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回归解剖学根源:探索临床实习期间解剖课程的整合。
基础科学与临床科学的纵向结合是医学教育中一个备受关注和积极研究的领域。为了探索将基础科学融入医学教育临床阶段的可行性,我们选择了解剖学作为一个合适的学科。解剖学教师、实习主任、医学生和研究生开发了基于病例的解剖学模块,其设计符合自主学习的原则。这项试点研究旨在探索医学生对在临床实习期间整合解剖课程的反应。2022-2023 学年,在以下实习轮转期间进行了一小时的解剖课程:内科、儿科、家庭医学科、神经内科、妇产科和普外科。每节课包括四个病例站。每节课结束时都会分发自愿的匿名调查问卷。对 490 名参与者的调查回复进行的描述性统计显示,在 1.00(低)到 9.00(高)的评分中,解剖课程的总体评分高于 8.50 分。对开放式调查问题进行的小型 q 主题分析显示了以下主题:介绍的临床相关性、对解剖内容的及时回顾、对协作环境和参与者之间的互动性的赞赏,以及对需要改进的方面的建设性反馈。学生们对解剖课程的总体评价很高,并对这些纵向整合的解剖体验给予了积极评价。由于临床前学年的解剖学教学量减少,而临床学年的接触面有限,因此类似建议的解剖课程可以将大体解剖学流畅地融入医学院的所有 4 个学年。
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来源期刊
Anatomical Sciences Education
Anatomical Sciences Education Anatomy/education-
CiteScore
10.30
自引率
39.70%
发文量
91
期刊介绍: Anatomical Sciences Education, affiliated with the American Association for Anatomy, serves as an international platform for sharing ideas, innovations, and research related to education in anatomical sciences. Covering gross anatomy, embryology, histology, and neurosciences, the journal addresses education at various levels, including undergraduate, graduate, post-graduate, allied health, medical (both allopathic and osteopathic), and dental. It fosters collaboration and discussion in the field of anatomical sciences education.
期刊最新文献
Teaching human anatomy before during and after COVID-19 pandemic: A longitudinal study on kinesiology students' performance, cognitive load, and congruent embodied learning. Refocusing graduate gross anatomy training: Curating future content experts. Anatomical Sciences Education Vol. 17, Issue 8, 2024 Cover Image Editorial Board and Table of Contents Comparing assisting technologies for proficiency in cardiac morphology: 3D printing and mixed reality versus CT slice images for morphological understanding of congenital heart defects by medical students.
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