Perception and Attitude of Medical Students towards Cadaveric Dissection in Anatomical Science Education.

BACKGROUND: Cadaveric dissection is essential and effective teaching method of anatomy in medical schools. In cadaveric dissection, the learner plays the central role of the teaching process and to view structures in their natural location. Cadaveric dissection is however perceived as tedious and time consuming by most students which influence their perception and attitude towards the teaching method. This study was therefore designed to evaluate UHAS medical students' perception and attitude toward dissection in the teaching and learning of human anatomy. METHOD: This was a cross-sectional and descriptive study. A Likert-style questionnaire, comprising 26 items was sent to study population via online using google form. Ethical issues were duly dealt with approval and consent. RESULT: Majority of the students (84.5%) perceived dissection more interesting, and the better way to really learn and understand the human body. About 87% of students also indicated that it assists in retention of what they learnt in theory. Majority of the students (74.5%) felt dissection should not be replaced by other forms of learning. CONCLUSION: There is a strong positive perception and attitude towards the use of cadaveric dissection as a teaching and learning method of anatomy. Cadaveric dissection brings about the skills, courageous and the ability to confidently work on the human body without any fear for future practice. It is therefore, recommended that more time should be allocated to cadaveric dissection.

Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies.

Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.

Reconstrução e impressão 3D do neurocrânio de cão com o uso de tomografia computadorizada como ferramenta para auxiliar no ensino da anatomia veterinária / [Reconstruction and three-dimensional printing (3D) of the neurocranium of a dog from computed tomography used as a tool for anatomy veterinary teaching]

A impressão tridimensional (3D) vem contribuindo para o aprendizado da anatomia e para áreas aplicadas da medicina veterinária utilizando uma interface que pode valorizar o conhecimento da anatomia das espécies domésticas de maneira dinâmica. O presente trabalho objetivou utilizar imagens tridimensionais geradas por tomografias computadorizada (TC) para a obtenção de imagens digitalizadas e de modelos de ossos do crânio de cão por meio de uma impressora tridimensional. Foram gerados arquivos 3D de TC a partir de imagens que foram editadas pelo software Osirix Lite. Partes dos ossos e particularidades anatômicas do crânio foram impressas em escalas de 60% e 100%. Os resultados permitiram gerar imagens digitalizadas e impressões tridimensionais advindas das tomografias, e, assim, foi criado um acervo de imagens e modelos impressos para os estudos da anatomia do crânio da espécie canina. Além disso, a metodologia demonstrou claramente a importância para uso de planejamentos cirúrgicos nos casos de procedimentos que envolvam comprometimento de estruturas ósseas. Produziu-se um material interativo e impresso em 3D com maior durabilidade, o qual poderá ser disponibilizado para fins educacionais.(AU)

The three-dimensional printer (3D) has been contributing to the learning of anatomy and applied areas of veterinary medicine using an interface that can enhance the knowledge of the anatomy of domestic species in a dynamic way. The present study aimed to use three-dimensional images generated by computed tomography (TC) to obtain digitized images and bone models of the dog skull using a three-dimensional printer. The 3D files were generated from images that were edited in Osirix Lite software. Parts of the bones and anatomical features of the skull were printed on 60% and 100% scales. The results allowed to generate digitalized images and three -dimensional impressions from the tomographies, and in this way a collection of images and printed models was created for studies of the anatomy of the canine species. In addition, the methodology clearly demonstrated the importance of using surgical planning in cases involving procedures involving bone structure impairment. Interactive material and 3D printing with high durability that could be made available for educational purposes has been produced.(AU)

Three-dimensional printing of X-ray computed tomography datasets with multiple materials using open-source data processing.

Advances in three-dimensional (3D) printing allow for digital files to be turned into a "printed" physical product. For example, complex anatomical models derived from clinical or pre-clinical X-ray computed tomography (CT) data of patients or research specimens can be constructed using various printable materials. Although 3D printing has the potential to advance learning, many academic programs have been slow to adopt its use in the classroom despite increased availability of the equipment and digital databases already established for educational use. Herein, a protocol is reported for the production of enlarged bone core and accurate representation of human sinus passages in a 3D printed format using entirely consumer-grade printers and a combination of free-software platforms. The comparative resolutions of three surface rendering programs were also determined using the sinuses, a human body, and a human wrist data files to compare the abilities of different software available for surface map generation of biomedical data. Data shows that 3D Slicer provided highest compatibility and surface resolution for anatomical 3D printing. Generated surface maps were then 3D printed via fused deposition modeling (FDM printing). In conclusion, a methodological approach that explains the production of anatomical models using entirely consumer-grade, fused deposition modeling machines, and a combination of free software platforms is presented in this report. The methods outlined will facilitate the incorporation of 3D printed anatomical models in the classroom. Anat Sci Educ 10: 383-391. © 2017 American Association of Anatomists.

Learning Human Anatomy Using Three-Dimensional Models Made from Real-Scale Bone Pieces: Experience with the Knee Joint among Pre-Service Biology Teachers / Aprendizaje de la Anatomía Humana Utilizando Modelos Tridimensionales a Escala: Experiencia con la Articulación de Rodilla en Profesores de Biología en Formación

This study aims to assess the efficiency of using real-scale knee models to learn about the locomotor system. Participants included a total of thirty-nine second year students in a Human Anatomy class of a Biology Teaching course. One week before the intervention, a pre-test was administered to assess the students' prior knowledge. The pre-service biology teachers were provided with a real-scale plaster model of a knee bone and were subsequently required to identify and create their own model of bone, joint and muscle elements. At the end of the intervention, a post-test was performed and opinion survey, in addition to a comparison with other locomotor system structures (four images: knee joint, muscular component of lower limb, shoulder joint and pelvic bone). Students' scores increased significantly in relation to the pre-test, both among the total sample (P=0.000) and between sub-groups divided according to participant gender (male P=0.0021; female P=0.0005) as well as compared to other structures (P<0.05). Furthermore, the pre-service biology teachers showed significant increases in their scores on a Likert-type opinion survey, indicating that these types of interventions promote their motivation for the course (89.2%) as well as their learning (97.8%) and would be advisable for future students (95.5%). The results show that the use of real-scale models and associated work fosters student motivation and enhances the learning of human anatomy.

El objetivo fue evaluar la eficacia de utilizar modelos de rodilla a escala real para el aprendizaje del sistema locomotor. Los participantes incluyen un total de treinta y nueve estudiantes de segundo año de un curso de anatomía humana para estudiantes de Pedagogía en Biología y Ciencias Naturales. Una semana antes de la intervención, se administró un pre-test para evaluar los conocimientos previos de los alumnos. Luego a los profesores de biología en formación se les proporcionó un modelo de yeso a escala real de los huesos de la rodilla donde se les solicitó identificar y crear su propio modelo de elementos de huesos, articulaciones y músculos. Al final de la intervención, se realizó un post-test y una encuesta de opinión, además de una comparación con otras estructuras del aparato locomotor (cuatro imágenes: articulación de la rodilla, componente muscular del miembro inferior, articulación del hombro y el hueso de la pelvis). Los puntajes de los estudiantes aumentaron significativamente en relación con el pre-test, tanto en la muestra total (P= 0,000) y entre subgrupos divididos de acuerdo al sexo (P= 0,0021 masculino; p= 0,0005 femenino), así como también en comparación con otras estructuras del aparato locomotor (P<0,05). Por otra parte, los profesores de biología en formación mostraron altas puntuaciones en una encuesta de opinión tipo Likert, indicando que este tipo de intervenciones promueven su motivación para el curso (89,2%), así como su aprendizaje (97,8%) y que serían recomendable para los futuros estudiantes (95,5%). Los resultados muestran que el uso de modelos a escala real fomenta la motivación del estudiante y mejora el aprendizaje de la anatomía humana.