Robert Daniel Kay1, Aditya Manoharan1, Saman Nematollahi2, Joseph Nelson3, Stephen Henry Cummings4, William Joaquin Adamas Rappaport5, Richard Amini6. 1. College of Medicine, University of Arizona, Tucson, AZ, United States. 2. Department of Internal Medicine, Columbia University Medical Center, New York, NY, United States. 3. Department of Orthopedic Surgery, The University of Michigan, Ann Arbor, MI, United States. 4. Tidewater Physicians Multispecialty Group, Williamsburg, VA, United States. 5. Department of Surgery, University of Arizona, Tucson, AZ, United States. 6. Department of Emergency Medicine, University of Arizona, Tucson, AZ, United States.
Abstract
OBJECTIVES: The objective of this study was to describe a novel cadaver model and to determine the utility of this model for teaching and assessing students in performing knee, elbow, and wrist arthrocentesis. METHODS: Third year medical students were evaluated while performing arthrocentesis during a fresh cadaver training sessions. RESULTS: Sixty-three participants were included in this analysis. There was statistically significant improvement between the pre- and post-test analysis in all aspects assessed in our study of elbow, knee and wrist arthrocentesis. CONCLUSIONS: The use of fresh cadavers for the education and assessment of arthrocenteses is an effective training model.
OBJECTIVES: The objective of this study was to describe a novel cadaver model and to determine the utility of this model for teaching and assessing students in performing knee, elbow, and wrist arthrocentesis. METHODS: Third year medical students were evaluated while performing arthrocentesis during a fresh cadaver training sessions. RESULTS: Sixty-three participants were included in this analysis. There was statistically significant improvement between the pre- and post-test analysis in all aspects assessed in our study of elbow, knee and wrist arthrocentesis. CONCLUSIONS: The use of fresh cadavers for the education and assessment of arthrocenteses is an effective training model.
Authors: Paul J DiMaggio; Amy L Waer; Thomas J Desmarais; Jesse Sozanski; Hannah Timmerman; Joshua A Lopez; Diane M Poskus; Joshua Tatum; William J Adamas-Rappaport Journal: Am J Surg Date: 2010-07 Impact factor: 2.565
Authors: Sarah A Keim Janssen; Stephane P VanderMeulen; Valerie K Shostrom; Carol S Lomneth Journal: Anat Sci Educ Date: 2013-09-03 Impact factor: 5.958
Authors: Saman Nematollahi; Stephen J Kaplan; Christopher M Knapp; Hang Ho; Jared Alvarado; Rebecca Viscusi; William Adamas-Rappaport Journal: Am J Surg Date: 2015-04-29 Impact factor: 2.565
Authors: Vanessa A Talbott; Joshua A Marks; Adam S Bodzin; Jason A Comeau; Pinckney J Maxwell; Gerald A Isenberg; Niels D Martin Journal: J Surg Educ Date: 2012 Jul-Aug Impact factor: 2.891
Authors: Carlos E Garcia Rodriguez; Raj J Shah; Cody Smith; Christopher J Gay; Jared Alvarado; Douglas Rappaport; William J Adamas-Rappaport; Richard Amini Journal: J Adv Med Educ Prof Date: 2019-04
Authors: Graeme A Ross; Nicholas G Ashenburg; W David Wynn; Jordan J McCarthy; Alexander M Clendening; Bradley C Presley; Steven W Kubalak; Ryan M Barnes Journal: West J Emerg Med Date: 2018-11-13
Authors: Richard Amini; Luis D Camacho; Josephine Valenzuela; Jeannie K Ringleberg; Asad E Patanwala; Jack Stearns; Elaine H Situ-LaCasse; Josie Acuña; Srikar Adhikari Journal: J Med Educ Curric Dev Date: 2019-11-19