Implementation of use of hand-made three-dimensional models to teach Anatomy with supplement to traditional methods with limited resources

The status of anatomical education in modern medical programs is a cornerstone of medicine. Anatomy is one of the basic subjects in First Year MBBS curriculum. Apart from important it is also a lengthy subject to complete in allocated time duration of First MBBS. There are various subdivisions of anatomy like gross anatomy, developmental anatomy, microscopic anatomy, genetics, surface anatomy, radiological anatomy etc. Out of which gross anatomy is difficult to understand as time constraint is there in duration of First MBBS. In medical and allied branches total hours allocated for anatomy teaching and laboratory practical hours have reduced. Result in triggered the emergence of innovative ideas to maximize students learning. While studying the gross anatomy three-dimensional orientation is must to learn actual structure and relation with other viscera and vessels. Traditional way of teaching anatomy uses wall charts, books, slides, anatomical specimens, and practical anatomy as teaching resources and methods. It is fact that in most institutes, three dimensional models are available in their Anatomy Museum, but many Anatomists have complained about fault in exact structure, labelling and it’s relationship in these models because sometime these models are made by amateur technicians. As the medical education expanded and the reduction in human anatomical specimens due to shortage of dead body donations, as well as the limitations of time, place and other resources for anatomical training, the quality of anatomy teaching has been seriously affected. Apart from shortage of these resources, another big issue with development of skill laboratory which is now mandatory as per new NMC guidelines. Establishment of skill lab requires ample amount of finance. Though, skill lab can provide excellent resources to meet the existing lacunae in teaching Anatomy to students by virtual media and simulations. Latest innovations in better teaching aids in Anatomy, in market virtual dissection table is available now, which can provide in depth understanding and orientation of three-dimensional body structures. But as mentioned above, the cost of this virtual dissection table is too high that every institute can not able to afford it. In this situation, to provide better understanding and three-dimensional orientation to students making hand made models from cheap and easily available materials are better options for teachers and students as they can make themselves.Anatomy is a discipline where spatial visualization is of importance. Even anatomy textbooks and atlases provide two-dimensional static anatomical illustrations. To teach some anatomical structures by traditional cadaveric dissection or by traditional lectures is difficult. Some of the structures like gross anatomy of urinary bladder or facial nerve anatomy are difficult to learn by textbook which cannot give exact perception of real anatomy. Additionally, many structure get distorted while removing from cadaver or not able to trace even. In some cases, specific models are also not available for instance course of facial nerve from origin to its termination where hand-made models give excellent three-dimensional understanding. For students’ proper anatomical knowledge of anatomy/organs help them to improve surgical skills. Finally, surgical outcome will be better with less morbidity and mortality.

Neuroanatomia: Assiduidade na Monitoria e Desempenho Acadêmico

ResumoA Neuroanatomia é uma vertente complexa do estudo da Anatomia Humana, sendo a monitoria acadêmica (MA) uma forma dinâmica de habituar os discentes às estruturas e contribuir com a assimilação dos assuntos. O objetivo do presente estudo foi analisar a assiduidade nas atividades de MA com o desempenho dos estudantes. Trata-se de um estudo descritivo, transversal e quantitativo, realizado com 91 discentes vinculados aos cursos de Psicologia e Fisioterapia. Os estudantes foram distribuídos em três grupos: indivíduos que não participaram da MA (G1), participaram poucas vezes da MA (G2) e aqueles com participação mais assídua na MA (G3), com base na mediana da frequência dos participantes na MA. A análise estatística foi realizada pelo programa GraphPad Prism 6. Observou-se que, em ambas as avaliações parciais, os indivíduos que apresentaram maior assiduidade (G3) na MA tiveram melhor desempenho em relação àqueles que não participaram da MA (G1). Quando realizada a média final, foi observado que os indivíduos com maior assiduidade (G3) apresentaram melhor desempenho, quando comparados tanto ao G1 como G2. Além disso, o teste de Spearman mostrou correlação positiva entre presença e nota. Os discentes que participam das atividades da monitoria encontraram vantagens pedagógicas, resultando em um melhor domínio do processo de ensino e aprendizagem. Palavras-chave: Anatomia. Ensino. Educação Superior. AbstractNeuroanatomy is a complex aspect of the study of Human Anatomy, and academic monitoring (AM) is a dynamic way to familiarize the students with structures and contribute to the subjects assimilation. The objective of the study was to analyze the assiduity in AM activities with the students' performance. It is a descriptive, transversal, and quantitative study, carried out with 91 students linked to the Psychology and Physiotherapy courses. The students were divided into three groups: individuals who did not participate in AM (G1), participated in AM less often (G2) and those with more frequent participation in AM (G3), based on the participants’ median frequency in AM. Statistical analysis was performed using the GraphPad Prism 6 program. It was observed that in both partial assessments, the individuals who showed greater attendance (G3) in AM had a better performance in relation to those who did not participate in AM (G1). When the final average was performed, it was observed that individuals with greater attendance (G3) performed better when compared to both G1 and G2. In addition, the Spearman test showed a positive correlation between presence and grade. The students who participate in the monitoring activities found pedagogical advantages, resulting in a better mastery of the teaching-learning process. Keywords: Anatomy. Teaching. Education.

Variations in Course and Branching of Sciatic Nerve and it’s Relation to Pyriformis Syndrome

Background: Sciatic nerve is a branch of sacral plexus. It passes below the pyriformis and divides in the popliteal fossa. Higher division and relation of sciatic nerve to pyriformis have been documented. Beaton and Anson have classified relation of sciatic nerve to pyriformis. The aim of this study is to find incidence of variant anatomy of sciatic nerve as per Beaton and Anson classification. Materials and methods: 48 formalin embalmed lower limbs used for regular anatomy teaching were used. Branching and course of sciatic nerve was observed in gluteal region,thigh and popliteal fossa. Observations: As per Beaton and Anson classification, we found 81.2% showed type A or normal arrangement. Type B variation was seen in 14.6% while 4.2% showed type D variation. Conclusion: Variations in branching of sciatic nerve and it’s relation to pyriformis muscle are important from point of view of Surgeons and Anaesthetists. Knowledge of these variations will help reducing block failures in cases of sciatica, pyriformis syndrome and hip replacement surgeries. KEY WORDS: Sciatic nerve, Sacral plexus, Pyriformis Syndrome, Hip replacement.

Introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions

Background Traditional anatomy teaching methods are based on the models and cadaveric dissections, providing fixed views of the anatomical structures. However, in the last few years, the emerging concept of ultrasound-based teaching in anatomy has started to gain ground among medical curricula. This study aims to evaluate the integration of ultrasound as an adjunct tool to traditional anatomy teaching methods and explore students’ perceptions of whether ultrasound-based teaching enhances their interest and knowledge of anatomy. A cross-sectional study was carried out among the students of the 6-year undergraduate entry (MD) and 4-year graduate entry (MBBS) program of the University of Nicosia. A questionnaire was distributed to them after the delivery of several twenty minutes ultrasound sessions by an expert in the field during anatomy practicals. The data were analyzed utilizing SPSS software, and the statistical significance was determined as p value < 0.05. Results 107 MD and 42 MBBS students completed the questionnaire. Both groups agreed that their ultrasound-based learning experience was good or excellent (79.4% MD students; 92.9% MBBS students), that it enhanced their knowledge of anatomy (68.2% MD students; 90.5% MBBS students) and boosted their confidence regarding their examination skills practice (69.2% MD students; 85.7% MBBS students). Although most students desired more time allocated to the ultrasound station (72% MD students; 85.7% MBBS students), they believed that ultrasound-based teaching is a necessary adjunct to the traditional teaching methods of anatomy (89.7% MD students; 92.9% MBBS students). Conclusions Overall, MBBS students were more confident about the benefits of ultrasound-based teaching. Most of the students agreed that cross-sectional sessions of traditional teaching and ultrasound-based teaching strengthened their knowledge of anatomy and enhanced their confidence concerning their clinical examination skills. Medical schools should embrace the advantages that ultrasound-based teaching offers in order future doctors to be qualified to utilize ultrasound for procedural and diagnostical purposes.