Browsing by Subject "Gross anatomy"

Now showing 1 - 3 of 3
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    Grit and beliefs about intelligence: the relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy
    (2015-05) Fillmore, Erin Paige; Helfenbein, Robert J.; Palmer, Megan M.; Seifert, Mark F.; Shew, Ronald L.; Brokaw, James J.
    Background: Gross anatomy is a foundational medical school course upon which other courses and patient care is grounded; however, variability in student performance suggests potential in studying underlying non-academic factors to explain some of these inconsistencies. Thus, this study examined medical students’ implicit theories of intelligence (ITI) and grit in order to better understand student learning outcomes in gross anatomy. Methods: A mixed methods study was conducted using 2nd, 3rd, and 4th year medical students who successfully completed gross anatomy. Students (n=382) completed the ITI Scale and Short Grit Scale in order to identify individual’s ITI and grit scores. Subsequent interviews (n=25) were conducted to explore how medical students set goals, operated while reaching those goals, and monitored their progress in achieving those goals. Results: Entity and incremental theorists with high grit performed significantly better in gross anatomy when compared to those with low grit. Further, highly gritty incremental and entity theorists were hard workers and showed resilience in the face of challenges. Specifically, those with an entity ITI had the central goal of getting an honors grade, while those with an incremental ITI desired to understand and apply their anatomical knowledge. Conversely, low grit individuals became overwhelmed by challenges, were more likely to show an inconsistent work ethic, and questioned their ability to master the material. An individual’s ITI, more so than grit, drove the presence of negative emotions in a medical student, with entity theorists feeling anxious and vulnerable, and incremental theorists feeling fewer negative emotions. Finally, grit level moderated how a medical student would respond to negative emotions, with highly gritty individuals exhibiting more constructive coping mechanisms. Conclusions: These findings suggest that medical students who possess high grit and an incremental theory of intelligence have the most effective learning strategies, set achievable goals, and enlist effective coping mechanisms while learning gross anatomy. The findings and tools used in this study could be incorporated into the medical school admissions process. Finally, findings reinforce the value of examining the ITI and grit of medical students, as they can provide educators with insight regarding important non-academic factors driving learning in gross anatomy.
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    Integrated Case-Based Learning Session for Breast and Upper Limb Anatomy
    (Association of American Medical Colleges, 2024-05-10) Merritt, Emily; McNulty, Margaret A.; Byram, Jessica N.; Anatomy, Cell Biology and Physiology, School of Medicine
    Introduction: Medical students are frequently introduced to medical school curricula through anatomy coursework, which often includes histology and embryology content. As medical education has increasingly emphasized integration of content areas, use of activities such as case-based learning (CBL) sessions has grown. Little published work has demonstrated the effectiveness of CBL sessions in integrating anatomy, embryology, and histology on first-year medical students' ability to improve content mastery and adapt their study techniques. Methods: We developed a CBL session that included anatomy, embryology, and histology content covering the upper extremity and breast pathology that was taught to incoming first-year medical students (N = 51) during a prematriculation program in the summers of 2022 and 2023. The session involved completion of an individual pre- and postsession quiz; group completion of clinical cases involving image interpretation, matching exercises, and construction of diagrams, flowcharts, or tables; and a postsession survey with Likert-style and free-response questions about preparation and session effectiveness. Results: Postsession quiz scores significantly improved (p < .001). On the postsession survey (response rate: 59%), students commented that they enjoyed the real-life application and integration of the cases and that the sessions improved their understanding of the connections between content areas. Other comments demonstrated that students were evaluating and adapting their study approach in preparation for the sessions, often using techniques introduced and practiced in the sessions. Discussion: CBL sessions can provide opportunities to incoming first-year medical students to practice, adapt, and evaluate study techniques while delivering integrated content.
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    Integrating a Cadaver Review Session into the Existing Regional Anesthesia Training for Anesthesiology Residents: An Initial Experience
    (Springer, 2020-02-24) Cale, Andrew S.; Hendrickse, Adrian; Lyman, Matthew; Royer, Danielle F.; Anatomy and Cell Biology, School of Medicine
    The Department of Anesthesiology’s Acute Pain Service (APS) places ultrasound-guided peripheral nerve blocks (PNBs) to manage acute peri-operative pain. PNB success is dependent on detailed anatomical knowledge which residents may not have formally reviewed since medical school. This study describes the integration of a cadaver review session (CRS) that reintroduces PNB-related anatomy into the existing APS rotation. During each CRS, an anatomist reviewed the major nerve and surrounding structures, while an APS attending integrated the anatomy with PNB techniques. During the pilot, 1st- and 3rd-year clinical anesthesia (CA) residents (9 CA1s, 7 CA3s) completed pre- and post-session surveys and rated the CRS’s perceived value and impact on self-confidence with anatomical knowledge. Following the pilot, an additional 17 CA1s and 9 CA3s participated in the CRS and completed post-session surveys. Descriptive statistics were used to summarize responses and unpaired t tests were used to compare pre- and post-session responses and responses between cohorts. All participants were overwhelmingly positive about the CRS and its value to the APS rotation, with 98% agreeing they recommend the CRS and found it accessible. Residents believed participation would improve board exam (average = 4.83 ± 0.66) and clinical performance (average = 4.86 ± 0.65), and self-reported increases in confidence with anatomical knowledge. Residents in the pilot group reported significantly greater confidence (p < 0.01) in their perceived anatomical knowledge after the CRS. The CRS positively impacted resident confidence in their anatomical knowledge and perceived ability to identify anatomical structures. Residents reported the CRS was a highly valued addition to regional anesthesia training.