ABSTRACT
Background: Knowledge of anatomy, one of the core preclinical subjects, is very important for medical undergraduates to have a thorough understanding of various clinical conditions. The traditional method of learning anatomy involves dissection of human cadavers. Medical education system is entering an era in which the traditional teaching methods are being supplemented by newer technological teaching techniques. Simulation based teaching like virtual dissection table “Anatomage” can enhance the understanding and retaining capacity of the subject. The aim of the study is to determine the perception of virtual dissection, among students and staff and to compare the knowledge acquired through simulation based teaching and traditional teaching method. Material and Method: The study comprised of 150 first-year MBBS students who attended regular theory class on ‘joints of musculoskeletal system’ and answered pre-test. The students were divided into two groups, based on teaching method, one which involved the use of a virtual dissection table, and the other, involving the use of cadaveric dissection. The students were made to attempt the post-test. The students were then assessed based on their responses to the pre- and post-tests. Feedback on the overall utility of the table from both students and staff was taken. Results: The mean post-test scores were significantly higher than the mean pre-test scores, irrespective of the teaching method used. (p<0.001) However, the students who were exposed to the virtual dissection table scored comparatively better in the post-test than those exposed to cadaveric dissection. (p<0.001) 100% of the faculty and 93.3% of the students agreed that three-dimensional visualization improves understanding of anatomical structures. Conclusion: The findings of this study suggest that though cadaveric dissection and virtual dissection enhance learning, the students tend to perform better with virtual dissection. The incorporation of simulation-based teaching into the Anatomy curriculum is essential to supplement traditional cadaveric dissection and ensure engaging as well as high impact delivery of the curriculum.
ABSTRACT
Introduction: Cheiloscopy is derived from Greek word “Cheiloswhich” meaning lips.It is the study of characteristic pattern of elevations and depressions on labial mucosa. It is unique for every individual like fingerprints and hence can be used to determine the sex and for personal identity. Aim: This study is undertaken to evaluate the uniqueness of lip prints for sexual and personal identification of an individual. Materials and Methods: lipsticks, brush, cellophane tape, bond paper and magnifying lens. 50 male and 50 female students were selected from Yenepoya University. Lipstick was applied on their lips evenly and the prints were taken on folded bond paper. The cellophane tape was stuck on the paper to preserve it as permanent records. The prints were analysed using magnifying lens and Tsuchihashi’s classification of lip prints was used for to determine the most common pattern of lip prints found in males and females and to study any similarity of lip prints between two individuals. Observations and Results: Our study showed in males the predominant pattern was of type III pattern (40%), followed by type IV (22%), type I (18%), type I’ (12%) type II (6%) and type V(4%) respectively. This hierarchy is different for females, where type I was more predominant(54%),next was type I’ (28%), type III (10%), type IV (4%), type II (1%)and type V(2%) .Hence these results confirm the uniqueness of lip prints for every individual and show its variation according to gender. Conclusion: The data obtained from the above study shows promising results and indicates the uniqueness of lip prints like fingerprints for every individual. They hold a possible potential to determine the sex of an individual and hence can be used as records for personal identification.