Medical Students' Opinions of Anatomy Teaching Resources and Their Role in Achieving Learning Outcomes.

Several teaching resources are used to enhance the learning of anatomy. The purpose of this study was to examine the preference of medical students on the use of various resources to learn anatomy and their link to 12 learning outcomes. A selected response item questionnaire was administered that asked students to rank six laboratory teaching resources from most to least preferred, and rate how useful these six resources were towards achieving 12 learning outcomes. These learning outcomes covered many of the learning domains such as demonstrating an understanding of anatomy, visualizing structures, appreciating clinical correlations, and understanding anatomical variations. Medical students ranked cadaveric prosections paired with an active learning clinical tutorial as the highest rank and most useful resource for learning anatomy, followed by dissection videos, electronic resources, and printed material, followed by plastinated specimens and plastic models. Overall, cadaveric prosections were also rated as the most helpful teaching resource in achieving various learning outcomes. In conclusion, anatomy teachers should provide prosections coupled with clinical tutorials as well as electronic resources as students prefer these and think they help them learn anatomy. Future studies will investigate the impact of using these resources on students' performance. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-021-01436-2.

Student-Centered Learning in the Anatomy Laboratory: Medical Students' Perspective.

The teaching of anatomy has for long been delivered through lectures and supplemented with laboratory sessions that are predominantly delivered by faculty members. In this study, we aimed to assess the benefits of medical students' student-centered learning (SCL) approach in the anatomy laboratory. First-year medical students were invited to participate in this study. Information about the study was provided to the students and informed consent was obtained. In one laboratory session, students were divided into groups and were provided with a list of structures that they need to identify on prosections using the available resources. This was followed by a faculty-led learning session (FLL) to identify the same list of structures. Students were then asked to complete a questionnaire at the end of the laboratory session evaluating the benefits of incorporating SCL into their learning. Anonymized data was collected and analyzed using Statistical Package for Social Scientist (SPSS). From the 86 registered students, 65 took part in this study. Medical students preferred FLL session when it comes to consolidating anatomical knowledge, remembering new anatomical knowledge, and developing in-depth understanding of anatomy and their ability to ask questions regarding challenging topics. Meanwhile, students' preferred SCL session when it comes to helping them stay focused, providing a more relaxed learning environment, enhancing communication with peers, and developing independent learning skills. In this study, we highlight the benefits of incorporating SCL in the anatomy laboratory complemented by FLL. With the clear benefits of SCL, further research is required to investigate the best way to integrate similar sessions in an anatomy laboratory and its impact on student performance.

Daily Hemodialysis versus Standard Hemodialysis: TAC, TAD, Weekly eKt/V, std(Kt/V), and PCRn.

Seven patients, mean age 42.57 ± 15.69 years (range 21 - 67 years), on standard hemodialysis (SHD), 4 - 5 hours, three times per week for 11.0 ± 6.63 years (range 1 - 18 years), were switched to daily hemodialysis (DHD), 2 - 2.5 hours, six times per week. For each type of treatment similar parameters were applied, and the total weekly time was the same. Mean duration of DHD was 15.4 ± 4.98 months (range 7 - 20 months). We report here our results of quantification in each method, including time-averaged concentration (TAC), normalized protein catabolic rate (PCRn), equilibrated Kt/V (eKt/V), equivalent normalized continuous standard clearance [std(Kt/V)], equivalent renal urea clearance (eKRn), and time-averaged deviation (TAD). With DHD, urea TAC was reduced from 19.09 ± 3.47 to 15.16 ± 3.21 mmol/L (p = 0.026), urea TAD diminished from 4.76 ± 1.04 to 2.52 ± 0.57 mmol/L (p = 0.000 53), PCRn increased from 1.11 ± 0.23 to 1.42 ± 0.24 g/kg/day (p = 0.001), weekly eKt/V increased from 4.11 ± 0.31 to 4.74 ± 0.43 (p = 0.000 25), std(Kt/V) rose from 2.17 ± 0.06 to 4.02 ± 0.25 (p = 0.0001), and eKRn increased from 12.96 ± 0.60 to 21.7 ± 3.09 mL/min (p = 0.000 45). On DHD the most important quantitative variation is the decrease of urea TAD (closer to that of a healthy kidney), due to the increased frequency of dialysis; std(Kt/V) practically doubled and represents 30% of that of normal renal function. These changes are probably the main explanation for the clinical improvements, but it is difficult to dissociate the effects of increased dialysis dose from the effects of decreased TAD.