Knowledge Retention of Undergraduate Medical Students in Regional Anatomy Following a One-Month Gross Anatomy Course Setting.
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| Title: | Knowledge Retention of Undergraduate Medical Students in Regional Anatomy Following a One-Month Gross Anatomy Course Setting. |
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| Authors: | Antipova, Veronica1 (AUTHOR) veronica.antipova@medunigraz.at, Siwetz, Martin1 (AUTHOR) martin.siwetz@medunigraz.at, Engelhardt, Maren2 (AUTHOR) maren.engelhardt@jku.at, Fellner, Franz A.3,4 (AUTHOR) franz.fellner@kepleruniklinikum.at, Manhal, Simone5 (AUTHOR) simone.manhal@medunigraz.at, Niedermair, Julian F.3,4 (AUTHOR) julian.niedermair@kepleruniklinikum.at, Ondruschka, Benjamin6 (AUTHOR) b.ondruschka@uke.de, Poilliot, Amélie J.7 (AUTHOR) amelie.poilliot@unibas.ch, Wree, Andreas8 (AUTHOR) andreas.wree@med.uni-rostock.de, Hammer, Niels1,9,10 (AUTHOR) niels.hammer@medunigraz.at |
| Source: | Education Sciences. Aug2024, Vol. 14 Issue 8, p905. 14p. |
| Subject Terms: | *Psychology of students, *Medical teaching personnel, *Medical students, Surgical & topographical anatomy, Undergraduate education |
| Abstract: | Background: In the achievement of optimal learning outcomes, knowledge retention presents a major concern for medical students and educators. Practical dissection courses facilitate the consolidation of knowledge of anatomy. Previously, it was shown that a regional anatomy dissection course is more beneficial over a 3-month than a 1-month duration for gathering pre examination knowledge. This study aimed to assess if follow-up anatomy interventions help consolidate regional anatomy knowledge and facilitate knowledge retention of undergraduate medical students. It was hypothesized that knowledge retention could be enhanced using post-dissection teaching interventions. Methods: Upon completion of the dissection course, Objective Structured Practical Examinations (OSPEs) were performed for the neck, thorax, and abdomen immediately before the start of the oral examinations, with follow-ups at 6 and 12 months. Between each of the examinations, virtual and in-person lectures and seminars on (radiologic) anatomy and pathology were held, including Cinematic Rendering, but without additional teaching on human tissues. Results: Significant improvements were observed for knowledge of the neck and abdomen regions in the 6- and 12-month follow-up OSPEs. The effects of knowledge gain were less marked in ethanol-glycerin- than in Thiel-embalmed tissues. Student perceptions regarding tissue quality correlated positively with their assessment of tissue suitability for examination preparation. In conclusion, even anatomy teaching interventions not utilizing human tissues may help consolidate and improve regional anatomy knowledge over a one-year term. Conclusion: Knowledge retention can be enhanced by accompanying virtual with physical teaching interventions. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179380702 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Knowledge Retention of Undergraduate Medical Students in Regional Anatomy Following a One-Month Gross Anatomy Course Setting. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Antipova%2C+Veronica%22">Antipova, Veronica</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> veronica.antipova@medunigraz.at</i><br /><searchLink fieldCode="AR" term="%22Siwetz%2C+Martin%22">Siwetz, Martin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> martin.siwetz@medunigraz.at</i><br /><searchLink fieldCode="AR" term="%22Engelhardt%2C+Maren%22">Engelhardt, Maren</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> maren.engelhardt@jku.at</i><br /><searchLink fieldCode="AR" term="%22Fellner%2C+Franz+A%2E%22">Fellner, Franz A.</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<i> franz.fellner@kepleruniklinikum.at</i><br /><searchLink fieldCode="AR" term="%22Manhal%2C+Simone%22">Manhal, Simone</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> simone.manhal@medunigraz.at</i><br /><searchLink fieldCode="AR" term="%22Niedermair%2C+Julian+F%2E%22">Niedermair, Julian F.</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<i> julian.niedermair@kepleruniklinikum.at</i><br /><searchLink fieldCode="AR" term="%22Ondruschka%2C+Benjamin%22">Ondruschka, Benjamin</searchLink><relatesTo>6</relatesTo> (AUTHOR)<i> b.ondruschka@uke.de</i><br /><searchLink fieldCode="AR" term="%22Poilliot%2C+Amélie+J%2E%22">Poilliot, Amélie J.</searchLink><relatesTo>7</relatesTo> (AUTHOR)<i> amelie.poilliot@unibas.ch</i><br /><searchLink fieldCode="AR" term="%22Wree%2C+Andreas%22">Wree, Andreas</searchLink><relatesTo>8</relatesTo> (AUTHOR)<i> andreas.wree@med.uni-rostock.de</i><br /><searchLink fieldCode="AR" term="%22Hammer%2C+Niels%22">Hammer, Niels</searchLink><relatesTo>1,9,10</relatesTo> (AUTHOR)<i> niels.hammer@medunigraz.at</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Aug2024, Vol. 14 Issue 8, p905. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+teaching+personnel%22">Medical teaching personnel</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Surgical+%26+topographical+anatomy%22">Surgical & topographical anatomy</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: In the achievement of optimal learning outcomes, knowledge retention presents a major concern for medical students and educators. Practical dissection courses facilitate the consolidation of knowledge of anatomy. Previously, it was shown that a regional anatomy dissection course is more beneficial over a 3-month than a 1-month duration for gathering pre examination knowledge. This study aimed to assess if follow-up anatomy interventions help consolidate regional anatomy knowledge and facilitate knowledge retention of undergraduate medical students. It was hypothesized that knowledge retention could be enhanced using post-dissection teaching interventions. Methods: Upon completion of the dissection course, Objective Structured Practical Examinations (OSPEs) were performed for the neck, thorax, and abdomen immediately before the start of the oral examinations, with follow-ups at 6 and 12 months. Between each of the examinations, virtual and in-person lectures and seminars on (radiologic) anatomy and pathology were held, including Cinematic Rendering, but without additional teaching on human tissues. Results: Significant improvements were observed for knowledge of the neck and abdomen regions in the 6- and 12-month follow-up OSPEs. The effects of knowledge gain were less marked in ethanol-glycerin- than in Thiel-embalmed tissues. Student perceptions regarding tissue quality correlated positively with their assessment of tissue suitability for examination preparation. In conclusion, even anatomy teaching interventions not utilizing human tissues may help consolidate and improve regional anatomy knowledge over a one-year term. Conclusion: Knowledge retention can be enhanced by accompanying virtual with physical teaching interventions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci14080905 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 905 Subjects: – SubjectFull: Psychology of students Type: general – SubjectFull: Medical teaching personnel Type: general – SubjectFull: Medical students Type: general – SubjectFull: Surgical & topographical anatomy Type: general – SubjectFull: Undergraduate education Type: general Titles: – TitleFull: Knowledge Retention of Undergraduate Medical Students in Regional Anatomy Following a One-Month Gross Anatomy Course Setting. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Antipova, Veronica – PersonEntity: Name: NameFull: Siwetz, Martin – PersonEntity: Name: NameFull: Engelhardt, Maren – PersonEntity: Name: NameFull: Fellner, Franz A. – PersonEntity: Name: NameFull: Manhal, Simone – PersonEntity: Name: NameFull: Niedermair, Julian F. – PersonEntity: Name: NameFull: Ondruschka, Benjamin – PersonEntity: Name: NameFull: Poilliot, Amélie J. – PersonEntity: Name: NameFull: Wree, Andreas – PersonEntity: Name: NameFull: Hammer, Niels IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 14 – Type: issue Value: 8 Titles: – TitleFull: Education Sciences Type: main |
| ResultId | 1 |
