Coronavirus disease 2019 (Covid‐19) created unparalleled challenges to anatomy education. Gross education has been particularly impacted given the traditional in‐person format of didactic instruction and/or laboratory component(s). To assess changes in gross lecture and instruction, assessment, teaching resources utilized as a result Covid‐19, survey was distributed educators through professional associations listservs. Of 67 responses received for May–August 2020 academic period, 84% were...

Coronavirus disease-2019 (Covid-19) disrupted the in-person teaching format of anatomy. To study changes in gross anatomy education that occurred during August-December, 2020 compared to before pandemic, an online survey was distributed educators. The 191 responses received were analyzed total and by academic program, geographic region, institution type. Cadaver use decreased overall (before: 74.1 ± 34.1%, during: 50.3 43.0%, P < 0.0001), as well across allopathic osteopathic medicine,...

Despite its significant clinical use, there is no standardized point-of-care ultrasonography (POCUS) curriculum in undergraduate medical education. As Covid-19 abruptly mandated the use of virtual education, instructors were challenged to incorporate and improve POCUS education within these new constraints. It was hypothesized that integrating into anatomy via brief video lessons a subsequent interactive lesson would lead an objective understanding concepts, improved corresponding anatomy,...

Three-dimensional (3D) printing technology has become more affordable, accessible, and relevant in healthcare, however, the knowledge of transforming medical images to physical prints still requires some level training. Anatomy educators can play a pivotal role introducing learners 3D due spatial context inherent learning anatomy. To bridge this gap decrease intimidation associated with technology, an elective was developed through collaboration between Department Makers Lab at University...

Phenomenon: According to adult learning theories, effective cognitive integration of basic and clinical science may promote the transfer knowledge patient care. The placement U.S. Medical Licensing Examination (USMLE) Step 1 after core clerkships is one strategy intended facilitate integration, though learner experiences with this model are unexplored. purpose study understand students' perspectives on in a post-clerkship curriculum. Approach: Focus groups were conducted between August...

ABSTRACT Objective Radiographic imaging interpretation is a central competency of the dental profession. Previous research has determined that radiographic interpretations vary across dentists. In addition, efficacy empirical learning within realm medical analysis remains understudied. This project aimed to improve an existing anatomy curriculum as well students’ skills via implementation case studies with scaffolded exercises. Methods Three activities were developed by authors and presented...

Despite the inclusion of both diagnostic and procedural ultrasound regional nerve blocks in original Model Clinical Practice Emergency Medicine (EM), there is no recommended standardized approach to incorporation ultrasound-guided anesthesia (UGRA) education EM training.

Learner perceptions of simulation can be challenging to assess and are usually limited qualitative strategies. Q-methodology is an exploratory, systematic research technique that combines quantitative procedures measure differences in subjectivity. This article briefly reviews Q-methodology, provides example how it could applied the affective domain simulation-based learning, discusses implications for use future scholarship.

Incorporating flipped classrooms in the medical curriculum is gaining popularity, yet perceived benefits by students are less well known. At request of course director, author this study developed a class for immune and lymphatic systems traditional semester‐based medical‐level histology course. Students were to prepare prior watching podcast, reviewing presentation laboratory terms, reading chapter. Class began with an online quiz over material followed discussion about questions. Groups...

Anatomy educational references are seldom vetted for anatomy graduate programs and what is required or recommended may not be learners actually used preferred. This study sought to investigate the references, including gross textbooks, atlases, dissectors that were required, recommended, used, preferred by students.A survey was developed, piloted, then distributed several society listservs forums March-April 2020. The also sent directly program directors distribution their respective...

INTRODUCTION/OBJECTIVE: Covid-19 has led to sudden changes gross anatomy education when traditional dissection-based laboratories had shift towards virtual modalities due physical distancing and remote learning requirements. The purpose of this study was determine how the use digital teaching resources in changed from before during Covid-19. MATERIAL/METHODS: Data were obtained an IRB-approved survey distributed professional associations listservs targeting educators June November 2020....

Research in simulation and multimodal learning environments explore a practice of embodied cognition which movement enhances memory. We examined if studying anatomy while kinesthetically experiencing yoga poses affects comprehension perception the material. Using principles from experiential theories, we developed two workshops: first focused on muscle names, locations, actions by guiding students through five poses; second workshop moved flow inversions to study cardiovascular lymphatic...

The debate regarding effective anatomy teaching methods is ongoing and highly controversial. Previously, Winkelmann(2007) attempted to address this discussion through a literature review that compared the efficacy of new laboratory pedagogies traditional dissection approaches. This review, however, had considerable methodological weaknesses undermined significance generalizability its findings raised further questions about influence educational interventions on student performance. One...

Flipped classes are becoming ubiquitous in education. This research reviewed current literature regarding flipped and investigated student perceptions exam performance after a class was incorporated into traditional medical curriculum. Students prepared for the by viewing podcast, reading through material, completing an assignment. The day of began with Classroom Assessment Technique followed group activity consisting web‐based, interactive narrative that is crafted from learning objectives....

High‐fidelity patient simulation (HFPS) is an instructional adjunct that incorporates realistic physical environments with interactive computerized manikins for training and assessment. This research compared the self‐efficacy ratings competence, as measured by Objective Structured Clinical Examination (OSCE) scores, between medical students exposed to HFPS (intervention) little no exposure this pedagogy (control). The groups were examined included: first‐year (MS1), second‐year (MS2),...

As the debate regarding anatomy education efficacy continues, student‐centered learning (SCL) and computer aided instruction (CAI) are garnering educators' attention. Although Freeman et al. (2014) demonstrated that active strategies increase student performance across STEM disciplines, summative analyses exploring how SCL CAI affect knowledge gains in education, specifically, lacking. The present study mirrored protocol of prior education‐focused meta‐analyses (Wilson al., 2017; Wilson...

High‐fidelity patient simulation (HFPS) combines sophisticated manikins and realistic, immersive environments to safely train physicians at an early stage of their medical careers. However, little is known about the distinct patterns resident perceptions who experienced HFPS during undergraduate education (UME). Q‐methodology obtains first‐person, qualitative viewpoints from participants a specific topic interest using quantitative inverted factor procedure was used answer research question:...