Rahul Arya1, Trevor Morrison, Ann Zumwalt, Kitt Shaffer. 1. Department of Radiology, Boston University Medical Center, 820 Harrison Avenue, FGH Building, 3rd Floor, Boston, MA 02118. Electronic address: aryarahul@gmail.com.
Abstract
RATIONALE AND OBJECTIVES: A hands-on stations-based approach to teaching anatomy to third-year medical students is used at Boston University. The goal of our study was to demonstrate that such an interactive, team-based approach to teaching anatomy would be well received and be helpful in recall, comprehension, and reinforcement of anatomy learned in the first year of medical school. MATERIALS AND METHODS: Each radiology-anatomy correlation lab was focused on one particular anatomic part, such as skull base, pelvis, coronary anatomy, etc. Four stations, including a three-dimensional model, computer, ultrasound, and posters, were created for each lab. Informed consent was obtained before online survey dissemination to assess the effectiveness and quality of radiology-anatomy correlation lab. This study was approved by our institutional institutional review board, and data were analyzed using a χ(2) test. RESULTS: Survey data were collected from February 2010 through March 2012. The response rate was 33.5%. Overall, the highest percentage of students (46%) found the three-dimensional model station to be the most valuable. The computer station was most helpful in recall of the anatomic principles from the first year of medical school. Regarding the quality of the anatomy lab, less than 2% of the students thought that the images were of poor quality or the material presented was not clinically relevant. DISCUSSION: Our results indicate that an interactive, team-based approach to teaching anatomy was well received by the medical students. It was engaging and students were able to benefit from it in multiple ways.
RATIONALE AND OBJECTIVES: A hands-on stations-based approach to teaching anatomy to third-year medical students is used at Boston University. The goal of our study was to demonstrate that such an interactive, team-based approach to teaching anatomy would be well received and be helpful in recall, comprehension, and reinforcement of anatomy learned in the first year of medical school. MATERIALS AND METHODS: Each radiology-anatomy correlation lab was focused on one particular anatomic part, such as skull base, pelvis, coronary anatomy, etc. Four stations, including a three-dimensional model, computer, ultrasound, and posters, were created for each lab. Informed consent was obtained before online survey dissemination to assess the effectiveness and quality of radiology-anatomy correlation lab. This study was approved by our institutional institutional review board, and data were analyzed using a χ(2) test. RESULTS: Survey data were collected from February 2010 through March 2012. The response rate was 33.5%. Overall, the highest percentage of students (46%) found the three-dimensional model station to be the most valuable. The computer station was most helpful in recall of the anatomic principles from the first year of medical school. Regarding the quality of the anatomy lab, less than 2% of the students thought that the images were of poor quality or the material presented was not clinically relevant. DISCUSSION: Our results indicate that an interactive, team-based approach to teaching anatomy was well received by the medical students. It was engaging and students were able to benefit from it in multiple ways.
Authors: Kenneth C Wang; Aditya R Salunkhe; James J Morrison; Pearlene P Lee; José L V Mejino; Landon T Detwiler; James F Brinkley; Eliot L Siegel; Daniel L Rubin; John A Carrino Journal: Radiographics Date: 2015 Jan-Feb Impact factor: 5.333
Authors: Annemarie M den Harder; Marissa Frijlingh; Cécile J Ravesloot; Anne E Oosterbaan; Anouk van der Gijp Journal: J Digit Imaging Date: 2016-04 Impact factor: 4.056