Relevant bibliographies by topics / Gross Anatomy Teaching / Journal articles
To see the other types of publications on this topic, follow the link: Gross Anatomy Teaching.

Journal articles on the topic 'Gross Anatomy Teaching'

Author: Grafiati
Published: 4 June 2025
Last updated: 15 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Gross Anatomy Teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Marker, David R., Krishna Juluru, Chris Long, and Donna Magid. "Strategic Improvements for Gross Anatomy Web-Based Teaching." Anatomy Research International 2012 (December 14, 2012): 1–9. http://dx.doi.org/10.1155/2012/146262.

Full text
Abstract:
Current generations of graduate students have been immersed in technology from their early school years and have high expectations regarding digital resources. To better meet the expectations of Gross Anatomy students at our institution, electronic radiology teaching files for first-year coursework were organized into a web site. The web site was custom designed to provide material that directly correlated to the Gross Anatomy dissection and lectures. Quick links provided sets of images grouped by anatomic location. Additionally, Lab and Study Companions provided specific material for the students to review prior to and after lectures and gross dissections. Student opinions of this education resource were compared to student opinions of the prior year’s digital teaching files. The new content was ranked as more user friendly (3.1 points versus 2.3 points) and more useful for learning anatomy (3.3 points versus 2.6 points). Many students reported that using the web portal was critical in helping them to better understand relationships of anatomical structures. These findings suggest that a well-organized web portal can provide a user-friendly, valuable educational resource for medical students who are studying Gross Anatomy.
APA, Harvard, Vancouver, ISO, and other styles
2

Malamed, Sasha, and David Seiden. "The future of gross anatomy teaching." Clinical Anatomy 8, no. 4 (1995): 294–96. http://dx.doi.org/10.1002/ca.980080409.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hubbell, D. S., J. J. Dwornik, S. E. Alway, R. Eliason, and R. E. Norenberg. "Teaching gross anatomy using living tissue." Clinical Anatomy 15, no. 2 (2002): 157–59. http://dx.doi.org/10.1002/ca.1113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Romero-Reverón, Rafael. "Teaching Gross Anatomy: Now and Then." SAR Journal of Anatomy and Physiology 6, no. 02 (2025): 33–35. https://doi.org/10.36346/sarjap.2025.v06i02.002.

Full text
Abstract:
The teaching of macroscopic anatomy has changed a lot from ancient times until now, since the first human being observed the anatomical parts of other human beings or animals either during a healing action, a fight or a hunting. Later on the first documented systematic anatomical dissections on the human body were carried out around the third century B.C. in Alexandria, but soon was banned for about 16 centuries. Anatomical dissections were restored during late middle age and subsequently improved during the renaissance and following centuries. In the 21st century as complement to improve the medical education new technologies to the teaching of human anatomy are being incorporated. Nevertheless, anatomical dissection will continue to be essential in medical education because cadavers impart a real-time three-dimensional perspective about human body complexities and improve medical practical skills.
APA, Harvard, Vancouver, ISO, and other styles
5

Peck, David, and John E. Skandalakis. "The Anatomy of Teaching and the Teaching of Anatomy." American Surgeon 70, no. 4 (2004): 366–68. http://dx.doi.org/10.1177/000313480407000420.

Full text
Abstract:
Professional education is one of the greatest problems currently confronting the healing professions. The incorporation of basic science departments into colleges of medicine has affected curriculum design, research, admissions criteria, and licensure. Those who are not practicing members of a particular health care profession wield undue influence in medical schools. Ideally, gross anatomy teachers should be health care professionals who use anatomy in their practices. Reorganization of medical education will heal the rift between research and clinical medicine.
APA, Harvard, Vancouver, ISO, and other styles
6

Sirasanagandla, Srinivasa Rao, Husain Ali Al Aswami, Abdullah Al Lawati, Srijit Das, Mohamed Al Mushaiqri, and Halima Albalushi. "Impact of Online Anatomy Laboratory Video Supplementation on Students’ Performance in Gross Anatomy Assessment." International Journal of Anatomy and Research 12, no. 1 (2024): 8820–26. http://dx.doi.org/10.16965/ijar.2023.223.

Full text
Abstract:
Introduction: There are mixed reports on the effectiveness of online gross anatomy videos on medical students’ academic performance. Additionally, there is a paucity of research on the impact of gross practical videos on medical students’ performance. Hence, we aimed to study the impact of practical videos supplementation on students' performance in the gross anatomy examination. Methods: In the present retrospective cross-sectional study, two different cohorts of medical students were exposed to different teaching methods for learning gross anatomy practicals. The two cohorts learned practical gross anatomy face-to-face in the lab, but one cohort was supplemented with online video demonstrations. An Independent T-test was used to evaluate the differences in students’ objective structured practical exam (OSPE) performances of the two cohorts. The gender differences in OSPE performances were also analysed using the one-way ANOVA test. Results: The mean score in the OSPE for the 2021 cohort was 17.35±0.2, while the mean score for 2019 was 16.44 ±0.15. The mean score in the OSPE was significantly higher among the cohort that received hybrid practical teaching than the cohort that only received traditional teaching (P = 0.001). Conclusion: Video supplementation was found to be effective in improving students' performance. In addition to conventional face-to-face teaching, video supplementation for gross anatomy practical sessions may be beneficial for learning gross anatomy. KEYWORDS: Gross anatomy, practical, traditional teaching, performance, learning.
APA, Harvard, Vancouver, ISO, and other styles
7

Uchewa, Obinna Onwe, Ogugua Augustin Egwu, and Joseph Alo Nwafor. "Dissection: A Facility for Students' Better Learning and Understanding of Gross Anatomy Theory." International Journal of Science and Healthcare Research 3, no. 4 (2018): 191–96. https://doi.org/10.5281/zenodo.3937254.

Full text
Abstract:
Student’s performance in gross anatomy is appalling and most schools are considering scrapping dissection to make students happy. Dissection as a traditional method of learning anatomy is the only one that allows students to feel the structures as they learn. We aim to ascertain the method that enhances the students understanding of gross anatomy using questionnaires. The subjects and schools include 150 subjects from Federal University Ndufu-Alike, Ikwo (FUNAI) Ebonyi State, 200 were from Ebonyi State University (EBSU) Abakaliki and 250 subjects from Nnamdi Azikiwe University (NAU) Uli, Anambra State, all in South Eastern part of Nigeria amounting to 600 students. The questionnaires contained close ended questions used to determine which method(s) better enhances their understanding. Most of the students (386.00±3.5) strongly agreed that the best method of teaching and learning gross anatomy is through dissection compared to the number (31.00±2.08) that strongly disagreed. Most of them strongly disagreed (340.67±66.26) to scrapping dissection as a teaching method and 100.00±5.77 disagreed to the suggestion while only 14.00±8.19 strongly agreed and 49.33±25.83 were undecided. Majority opined that the best assessment method is to combine all the other methods with dissection. Some students (290.00±45.09) strongly disagreed that gross anatomy should not be thought without dissection proving it as major vehicle to understanding the course. We conclude that dissection as a traditional means of teaching gross anatomy still remains the best approach for teaching students to learn and retain gross Anatomy.  
APA, Harvard, Vancouver, ISO, and other styles
8

Papa, Veronica, and Mauro Vaccarezza. "Teaching Anatomy in the XXI Century: New Aspects and Pitfalls." Scientific World Journal 2013 (2013): 1–5. http://dx.doi.org/10.1155/2013/310348.

Full text
Abstract:
Anatomy has historically been a cornerstone in medical education regardless of nation, racial background, or medical school system. By learning gross anatomy, medical students get a first “impression” about the structure of the human body which is the basis for understanding pathologic and clinical problems. Although the importance of teaching anatomy to both undergraduate and postgraduate students remains undisputed, there is currently a relevant debate concerning methods of anatomy teaching. In the past century, dissection and lectures were its sole pedagogy worldwide. Recently, the time allocated for anatomy teaching was dramatically reduced to such an extent that some suggest that it has fallen below an adequate standard. Traditional anatomy education based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic models or computer-assisted learning, and curricula integration. “Does the anatomical theatre still have a place in medical education?” And “what is the problem with anatomic specimens?” We endeavor to answer both of these questions and to contribute to the debate on the current situation in undergraduate and graduate anatomy education.
APA, Harvard, Vancouver, ISO, and other styles
9

Mandal, Subhra, Panchali Datta, Sutandro Choudhury, Jaya Banerjee, and Utpal Dan. "Integration of Radiology in Teaching Gross Anatomy versus Traditional Teaching in Phase 1 MBBS Students: An Interventional Study." National Journal of Clinical Anatomy 14, no. 2 (2025): 90–96. https://doi.org/10.4103/njca.njca_8_25.

Full text
Abstract:
Abstract Introduction: Radiology integration in gross Anatomy teaching is the need of the hour. Research and implementations are going on to amalgamate gross anatomy with radiological anatomy which is likely to augment students’ interest in gross Anatomy. Aim: This study aims to develop a standard Radiology Integrated Anatomy (RIA) module for teaching fundamentals of Anatomy to first-year MBBS students and to assess the effectiveness of the module. Methodology: Hundred (100) students of MBBS batch 2021-22 was distributed equally into study and control groups. The study group was first trained with the RIA module of superior extremity followed by a posttest while the control group was tutored by traditional method and then given the same post test. The groups were flipped for consecutive regions (Thorax) of gross anatomy syllabus. Imaging anatomy used for teaching included normal and abnormal X-ray plates and axial CT scans. Results: Results were compared between two groups for both qualitative and quantitative data. Posttest scores were compared using the student’s t-test. The posttest scores were substantially higher in the study group when compared to the control group. Eighty three percent (83%) students opined the RIA module helped them to describe normal radiological (anatomy) features. Sixty eight percent (68%) students perceived that RIA learning helped them to apply anatomical knowledge to diagnose clinical cases. Conclusion: The present study supports the fact that integrative teaching of Anatomy and Radiology was well accepted by the study participants. The RIA module was more effective when compared to the traditional method of teaching and helped in refining the spatial orientation with applied anatomy knowledge right from the first year of MBBS curriculum.
APA, Harvard, Vancouver, ISO, and other styles
10

O'SULLIVAN, E., and I. J. STEWART. "Freeze-dried specimens for gross anatomy teaching." Journal of Anatomy 195, no. 2 (1999): 309. http://dx.doi.org/10.1046/j.1469-7580.1999.19520309.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Teichgräber, U. K. M., J. M. A. Meyer, C. Poulsen Nautrup, and D. Berens Rautenfeld. "Ultrasound anatomy: a practical teaching system in human gross anatomy." Medical Education 30, no. 4 (1996): 296–98. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00832.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Rodrigues, Maria Alexandra Fernandes. "Students perceptions about the pedagogic strategies for teaching-learning anatomy at university Eduardo Mondlane in Mozambique." International Journal of Research in Medical Sciences 8, no. 4 (2020): 1345. http://dx.doi.org/10.18203/2320-6012.ijrms20201322.

Full text
Abstract:
Background: From the need to develop a new curriculum for the medical course, changing the traditional model used for teaching Gross Anatomy it was sought to incorporate active teaching methodologies which can allow students to be more involved in the process of knowledge construction. The way in which Gross Anatomy is delivered in most Faculties of Medicine has been seen as a big challenge to the teachers and the students too as a consequence of permanent changes that are required in order to be in line with the technological development. This study aimed to explore the student's perceptions about the effectiveness of the strategies and resources, used in teaching-learning Gross Anatomy in the medical course at EMU.Methods: Data were collected using a questionnaire administrated to those medical students who attended (1st and 2nd year) Gross Anatomy subjects, in November 2018. Descriptive statistics and data content analysis were performed. The sample comprised 171 students.Results: A convergence of strategies preferred by the students involved in the study was seen. It was recognized that Gross Anatomy curriculum was designed based on the limitations of the use of cadaver dissection, with the emphasis on applied anatomy and learning in small groups using other resources, including computer assisted learning based on the 3-D Slicer software.Conclusions: It appears that the students' desire is that the teaching-learning strategies used in Anatomy classrooms at UEM might contribute to their better training for the professional challenges when graduated. They perceived that with the strategies used for teaching Anatomy, they are being very well prepared to get in an entrepreneurial, transformative profile and are able to learn more complex contents in order to provide a qualified health care to people in the performance of their future functions as doctors.
APA, Harvard, Vancouver, ISO, and other styles
13

Mathiowetz, Virgil, Chih-Huang Yu, and Cindee Quake-Rapp. "Comparison of a gross anatomy laboratory to online anatomy software for teaching anatomy." Anatomical Sciences Education 9, no. 1 (2015): 52–59. http://dx.doi.org/10.1002/ase.1528.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Kadam, Savita, Minal Kadam, Smita Shinde, and Gautum Shroff. "Perception of Students for Teaching, Learning and Assessment Technique of Gross Anatomy." Indian Journal of Anatomy 8, no. 4 (2019): 271–74. http://dx.doi.org/10.21088/ija.2320.0022.8419.4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Saberski, Ean R., Sean B. Orenstein, Dale Matheson, and Yuri W. Novitsky. "Real-time Cadaveric Laparoscopy and Laparoscopic Video Demonstrations in Gross Anatomy: An Observation of Impact on Learning and Career Choice." American Surgeon 81, no. 1 (2015): 96–100. http://dx.doi.org/10.1177/000313481508100137.

Full text
Abstract:
Medical curricula are continually evolving and increasing clinical relevance. Gross anatomy educators have tested innovations to improve the clinical potency of anatomic dissection and found that clinical correlations are an effective method to accomplish this goal. Recently, surgical educators defined a role for laparoscopy in teaching anatomy. We aimed to expand this role by using surgical educators to create clinical correlates between gross anatomy and clinical surgery. We held supplements to traditional anatomy open dissection for medical students, including viewing prerecorded operative footage and live laparoscopic dissection performed on cadavers. The main outcome measures were assessed through pre- and postsession surveys. Greater than 75 per cent of students found the demonstrations highly valuable, and students perceived a significant increase in their understanding of abdominopelvic anatomy ( P < 0.01). Additionally, 62 per cent of students with previous interest in surgery and 10 per cent of students without previous interest in surgery reported increased interest in pursuing surgical careers. Our demonstrations advance the use of minimally invasive surgical technology to teach gross anatomy. Live laparoscopic demonstrations augment traditional anatomic instruction by reinforcing the clinical relevance of abdominopelvic anatomy. Additionally, laparoscopic demonstrations generate interest in surgery that would otherwise be absent in the preclinical years.
APA, Harvard, Vancouver, ISO, and other styles
16

Silva, V., D. Vilela, F. Gonçalves, and R. Regacini. "First-year medical undergraduate students opinion about the use of radiology in gross anatomy course." Journal of Morphological Sciences 33, no. 02 (2016): 055–61. http://dx.doi.org/10.4322/jms.081614.

Full text
Abstract:
Abstract Introduction: Although the importance of anatomy teaching in the undergraduate medical curriculum is incontestable, the lack of knowledge retention and clinical application are the greatest challenges for anatomy teachers. New teaching methodologies are replacing cadaver' dissection in many schools around the world and the usage of radiologic images can become a valuable resource for student's learning the human body structures. The aim of this article was to analyze the perception of first-year undergraduate medical students in the usage of radiology in gross human anatomy course. Materials and methods: One hundred students answered a 30 questions survey using a 5-point Likert scale about the usage of radiologic images in the human anatomy classes. Results: Most subjects have shown desire and the availability to learn human anatomy using images. After the usage of radiologic images there has been an increase on the subjective aspects of the human body such as admiration and respect, an improvement in the correlation of human anatomy with clinical aspects and in the three dimensional perception of the human body anatomic structures. Conclusions: Most of the research participants evaluated the usage of radiologic images as positive and beneicial for the teaching and learning human anatomy as it increases the interest for anatomy and it can favor learning and clinical practice performance. Results shows that according to students' opinion the usage of radiology can be an excellent complement in human anatomy learning and can induce us to think it can prepare and train more competent doctors in diagnostic imaging.
APA, Harvard, Vancouver, ISO, and other styles
17

Buchanan, Cindy I. "Use of Visualization in Teaching Clinical Gross Anatomy." Journal of Physical Therapy Education 6, no. 2 (1992): 56–57. http://dx.doi.org/10.1097/00001416-199207000-00004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Krych, Aaron J., Crystal N. March, Ross E. Bryan, Ben J. Peake, Wojciech Pawlina, and Stephen W. Carmichael. "Reciprocal peer teaching: Students teaching students in the gross anatomy laboratory." Clinical Anatomy 18, no. 4 (2005): 296–301. http://dx.doi.org/10.1002/ca.20090.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Edirisinghe, E. A. S. T., H. D. K. De Silva, K. A. M. T. Devmini, et al. "Integration of Traditional and Innovative Methods in Anatomy Dissections: A Sri Lankan Experience." South-East Asian Journal of Medical Education 16, no. 2 (2022): 46–53. http://dx.doi.org/10.4038/seajme.v16i2.395.

Full text
Abstract:
Introduction: Routine methods of teaching gross anatomy including cadaver dissections have been a keystone of the anatomy curriculum and certain difficulties have led medical educationists to explore teaching using modern technology. This study aims to share the institutional experience of incorporating new methods into routine dissections at the Department of Anatomy, Faculty of Medical Sciences, University of Sri Jayewardenepura, Sri Lanka.Methodology: Prior to dissections, recommended anatomy 3D software and videos were shown in LED panels. Mock spots were conducted weekly. Applied anatomy sessions were conducted by clinicians. Ultra sound scan (USS) based teaching sessions were conducted by a consultant radiologist. Another study area with multiple illuminators with radiological films was present. Routine feedback was taken from students.Results: The use of LED panels for teaching was found to be helpful by most (82.6%) students. A majority (84%) also found that mock spots were helpful for their studies and 89.2% preferred the use of 3D software. Percentage 82.6% of students found USS guided teaching useful while 85.4% of students found X-ray & CT useful. Majority (91.5%) found the applied anatomy teaching sessions useful. The majority of students’ comments indicated recommendations for them to be continued for future batches.Conclusion: This initiative demonstrates that the combination of traditional and innovative methodologies in the teaching of gross anatomy is favored by students and the applied anatomy sessions can provide vertical integration of the subject.
APA, Harvard, Vancouver, ISO, and other styles
20

Choy, Ker Woon, Nurul Raudzah Adib Ridzuan, Nurul Hannim Zaidun, et al. "E-anatomy Kit: An Innovative and Hybrid Tool for Gross Anatomy of Respiratory System Digital Practical." Education in Medicine Journal 14, no. 3 (2022): 127–34. http://dx.doi.org/10.21315/eimj2022.14.3.10.

Full text
Abstract:
The COVID-19 pandemic significantly affects medical education in anatomy. The new learning environment has lost face-to-face contact, cadaveric dissection and access to anatomy museum which are perceived as the signature methods in anatomy education. E-anatomy kit is a non-conventional teaching modality innovated as an alternative to the gross practical session. The e-anatomy kit was designed to improve the virtual practical experience for first year medical students of the Faculty of Medicine, Universiti Teknologi MARA, Malaysia. E-anatomy kit consists of: (a) pre-recorded cadaveric demonstration, (b) 3D4Medical Complete Anatomy app, (c) interactive diagram labelling, (d) schematic diagram, and (e) mnemonic. From educational perspective, the e-anatomy kit is in line with the active learning approach and collaborative learning; its instructional design follows the principles of the Cognitive Load Theory. This article describes the components and systematic approach of e-anatomy kit as a new method for teaching gross anatomy of respiratory system during virtual practical, which is useful for anatomy educators.
APA, Harvard, Vancouver, ISO, and other styles
21

ERKONEN, WILLIAM E., MARK A. ALBANESE, WILBUR L. SMITH, and NICHOLAS J. PANTAZIS. "Effectiveness of Teaching Radiologic Image Interpretation in Gross Anatomy." Investigative Radiology 27, no. 3 (1992): 264–66. http://dx.doi.org/10.1097/00004424-199203000-00016.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Abdolahi, Masomeh, Fatemeh Javadnia, Parvin-Dokht Bayat, Rostam Ghorbani, Ali Ghanbari, and Bahareh Ghodoosi. "Mind Map Teaching of Gross Anatomy is Sex Dependent." International Journal of Morphology 29, no. 1 (2011): 41–44. http://dx.doi.org/10.4067/s0717-95022011000100006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

O'Sullivan, E., and B. S. Mitchell. "Plastination for gross anatomy teaching using low cost equipment." Surgical and Radiologic Anatomy 17, no. 3 (1995): 277–81. http://dx.doi.org/10.1007/bf01795063.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Boeckers, Anja, Ulrich Fassnacht, and Tobias M. Boeckers. "“Theatrum anatomicum” – A revived teaching facility in gross anatomy." Annals of Anatomy - Anatomischer Anzeiger 190, no. 6 (2008): 495–501. http://dx.doi.org/10.1016/j.aanat.2008.08.004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Yeager, Vernon L., and Paul A. Young. "Peer teaching in gross anatomy at St. Louis University." Clinical Anatomy 5, no. 4 (1992): 304–10. http://dx.doi.org/10.1002/ca.980050407.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Patel, Satish M., and Bhadreshkumar P. Vaghela. "Implementation of use of hand-made three-dimensional models to teach Anatomy with supplement to traditional methods with limited resources." Indian Journal of Clinical Anatomy and Physiology 8, no. 4 (2022): 298–300. http://dx.doi.org/10.18231/j.ijcap.2021.064.

Full text
Abstract:
The status of anatomical education in modern medical programs is a cornerstone of medicine. Anatomy is one of the basic subjects in First Year MBBS curriculum. Apart from important it is also a lengthy subject to complete in allocated time duration of First MBBS. There are various subdivisions of anatomy like gross anatomy, developmental anatomy, microscopic anatomy, genetics, surface anatomy, radiological anatomy etc. Out of which gross anatomy is difficult to understand as time constraint is there in duration of First MBBS. In medical and allied branches total hours allocated for anatomy teaching and laboratory practical hours have reduced. Result in triggered the emergence of innovative ideas to maximize students learning. While studying the gross anatomy three-dimensional orientation is must to learn actual structure and relation with other viscera and vessels. Traditional way of teaching anatomy uses wall charts, books, slides, anatomical specimens, and practical anatomy as teaching resources and methods. It is fact that in most institutes, three dimensional models are available in their Anatomy Museum, but many Anatomists have complained about fault in exact structure, labelling and it’s relationship in these models because sometime these models are made by amateur technicians. As the medical education expanded and the reduction in human anatomical specimens due to shortage of dead body donations, as well as the limitations of time, place and other resources for anatomical training, the quality of anatomy teaching has been seriously affected. Apart from shortage of these resources, another big issue with development of skill laboratory which is now mandatory as per new NMC guidelines. Establishment of skill lab requires ample amount of finance. Though, skill lab can provide excellent resources to meet the existing lacunae in teaching Anatomy to students by virtual media and simulations. Latest innovations in better teaching aids in Anatomy, in market virtual dissection table is available now, which can provide in depth understanding and orientation of three-dimensional body structures. But as mentioned above, the cost of this virtual dissection table is too high that every institute can not able to afford it. In this situation, to provide better understanding and three-dimensional orientation to students making hand made models from cheap and easily available materials are better options for teachers and students as they can make themselves.Anatomy is a discipline where spatial visualization is of importance. Even anatomy textbooks and atlases provide two-dimensional static anatomical illustrations. To teach some anatomical structures by traditional cadaveric dissection or by traditional lectures is difficult. Some of the structures like gross anatomy of urinary bladder or facial nerve anatomy are difficult to learn by textbook which cannot give exact perception of real anatomy. Additionally, many structure get distorted while removing from cadaver or not able to trace even. In some cases, specific models are also not available for instance course of facial nerve from origin to its termination where hand-made models give excellent three-dimensional understanding. For students’ proper anatomical knowledge of anatomy/organs help them to improve surgical skills. Finally, surgical outcome will be better with less morbidity and mortality.
APA, Harvard, Vancouver, ISO, and other styles
27

Chanemougavally J., Shruthy K. M., Selvaraj Sudhakar, and M. Sasirekha. "The Effect of E-Learning and Traditional Teaching Done Hand-in-Hand for First-Year M.B.B.S. Students." International Journal of Reliable and Quality E-Healthcare 12, no. 1 (2023): 1–10. http://dx.doi.org/10.4018/ijrqeh.325354.

Full text
Abstract:
Medical education is experimenting with different tools to make teaching-learning more compatible with the medical curriculum. One such addition is blended learning, which combines traditional teaching with e-learning. The study aims to assess the effectiveness of combining e-learning and traditional face-to-face gross anatomy teaching in undergraduate medical students. This collaborative study was done in the Department of Anatomy, A.C.S Medical College and Hospital, Dr. M.G.R. Educational and Research Institute (Deemed to be University). One hundred fourteen students volunteered to participate in the study. Six topics from the gross anatomy of the abdomen were chosen for the study. An overall pre-test questionnaire was delivered with the didactic lectures. Another pre-test questionnaire was given about the selected topic before sharing the online learning materials. A post-test questionnaire in Google form was collected at the end of the day. Feedback was collected from all study participants.
APA, Harvard, Vancouver, ISO, and other styles
28

Rosario, Martín G. "Enhancing Gross Anatomy Courses in Occupational Therapy with 3D Applications: An Assessment of Effectiveness." Scholars International Journal of Anatomy and Physiology 7, no. 02 (2024): 29–34. http://dx.doi.org/10.36348/sijap.2024.v07i02.004.

Full text
Abstract:
Traditional teaching methods, such as two-dimensional PowerPoint presentations, are prevalent in anatomy education but must provide an in-depth perception of anatomical structures. This article discusses integrating 3D anatomy application in an Occupational Therapy course as an advanced technique for anatomical learning. The "Complete 3D Anatomy" app was employed to facilitate the teaching of anatomy structures. Students from 2 different cohorts, 93 from 2022 and 96 from 2023 test scores, were considered in this endeavor. The 2022 group used the 3-D app on their own time, compared to the 2023 group, who were required to use it in class for every lecture by the instructor. Results showed improvement in their test score from 71% (2022) to 87% (2023), with the integration of the 3-D as a class activity. Based on these results, it is concluded that the 3D anatomy app is an essential tool for comprehensive anatomical learning. For future courses, there is a plan to integrate further and assess the benefits of requiring students to employ a tablet or iPad equipped with 3D apps, along with a virtual dissection table to complement teaching and learning enterprises in the human cadaver laboratory.
APA, Harvard, Vancouver, ISO, and other styles
29

Fakoya, Francis A. "Integrating ultrasound technology into teaching gross anatomy: point of order!" Medical Education Online 18, no. 1 (2013): 20888. http://dx.doi.org/10.3402/meo.v18i0.20888.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

WALSH, R. J., and R. C. BOHN. "Computer-assisted instructions: a role in teaching human gross anatomy." Medical Education 24, no. 6 (1990): 499–506. http://dx.doi.org/10.1111/j.1365-2923.1990.tb02665.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Peppler, R. D., T. E. Kwasigroch, and M. W. Hougland. "Evaluation of simultaneous teaching of extremities in gross anatomy program." Academic Medicine 60, no. 8 (1985): 635–9. http://dx.doi.org/10.1097/00001888-198508000-00007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Brueckner, Jennifer K., and Brian R. MacPherson. "Benefits from peer teaching in the dental gross anatomy laboratory." European Journal of Dental Education 8, no. 2 (2004): 72–77. http://dx.doi.org/10.1111/j.1600-0579.2003.00333.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Paech, Daniel, Kerstin Klopries, Sara Doll, et al. "Contrast-enhanced cadaver-specific computed tomography in gross anatomy teaching." European Radiology 28, no. 7 (2018): 2838–44. http://dx.doi.org/10.1007/s00330-017-5271-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Agarwal, Sneh. "Simple tools for teaching gross anatomy to undergraduate medical students." Anatomical Sciences Education 3, no. 5 (2010): 276. http://dx.doi.org/10.1002/ase.170.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Ocel, Joseph J., Brian A. Palmer, Christopher M. Wittich, Stephen W. Carmichael, and Wojciech Pawlina. "Outcomes of the gross and developmental anatomy teaching assistant experience." Clinical Anatomy 16, no. 6 (2003): 526–30. http://dx.doi.org/10.1002/ca.10193.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Pawlina, Wojciech, and Nirusha Lachman. "Dissection in learning and teaching gross anatomy: Rebuttal to McLachlan." Anatomical Record 281B, no. 1 (2004): 9–11. http://dx.doi.org/10.1002/ar.b.20038.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Nnodim, J. O. "A controlled trial of peer-teaching in practical gross anatomy." Clinical Anatomy 10, no. 2 (1997): 112–17. http://dx.doi.org/10.1002/(sici)1098-2353(1997)10:2<112::aid-ca7>3.0.co;2-x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Chaudhuri, Joydeep D., and B. Venugopal Rao. "Designing an effective student evaluation of teaching (SET) questionnaire for cadaveric dissection." International Journal of Research in Medical Sciences 6, no. 1 (2017): 378. http://dx.doi.org/10.18203/2320-6012.ijrms20175756.

Full text
Abstract:
Recent changes in curriculum have seen a curtailment in the time devoted to the teaching of gross anatomy, one of the most integral components of medical education. This has resulted in the reduction, and in some cases the elimination of cadaveric dissection, most significantly due to the huge amount of resources involved in conducting a cadaveric dissection program. Nevertheless, cadaveric dissection still comprises a significant part of the time devoted to the teaching of gross anatomy. Hence it is of paramount importance that maximum benefit be derived from cadaveric dissections since it offers unique advantages, most significant being the appreciation of the three-dimensional concepts of body organization. The key part of effective anatomy teaching using cadaveric dissection is having the best instructors for this task. While student evaluation of teaching (SET) questionnaires have been used to evaluate instructor proficiency in lecture classes, there is no SET questionnaire that has been specifically designed for the assessment of instructors involved in cadaveric dissection. The aim of this article is to design a questionnaire specifically for the evaluation of the competency of instructors involved in cadaveric dissection, and reinforce the arguments for the continued use of cadaveric dissection in the teaching of anatomy.
APA, Harvard, Vancouver, ISO, and other styles
39

Chenthuran, T., S. Sivaganesh, C. Abirami, and J. Thujeevan. "Students&rsquo; perception on cadaveric dissection in learning gross anatomy for clinical application: Development of a tool using DELPHI technique." Sri Lanka Anatomy Journal 7, no. 1 (2023): 20–30. http://dx.doi.org/10.4038/slaj.v7i1.154.

Full text
Abstract:
Anatomy remains key for learning other disciplines in medicine and forms the basis for good clinical practice. Gross Anatomy is an integral part of anatomy curriculum which is taught through different teaching methodologies including cadaveric dissection. This method has many advantages as well as limitations. Since the attendance for gross anatomy practical is compulsory for the students for medical institutions such as that of University of Jaffna, Sri Lanka, the actual perception of students towards dissection is not known. In addition, perception of students towards application of learnt gross anatomy in the clinical setting is important in designing / reviewing the anatomy curriculum. Thus, the main objective of this study was to develop a tool to measure the students’ perception on cadaveric dissection in learning gross anatomy for clinical application.A two round - DELPHI survey was chosen to develop a tool by establishing consensus among experts. Extensive literature survey was carried out to obtain relevant input to prepare the draft of the research tool. The participated experts were professors in anatomy, surgery, English language and medical education. A six – point Likert scale tool was finalized subsequent to two rounds of DELPHI technique, and its subsequent application among thirty recent graduates. Anonymity was maintained throughout the whole process.
APA, Harvard, Vancouver, ISO, and other styles
40

El Bialy, Safaa, Robin Weng, and Alireza Jalali. "Development of a 3D Printed Neuroanatomy Teaching Model." University of Ottawa Journal of Medicine 9, no. 1 (2019): 49–53. http://dx.doi.org/10.18192/uojm.v9i1.4057.

Full text
Abstract:
Gross anatomy has been seen as one of the basic bodies of knowledge that must be mastered as part of medical training. Likewise, neuroanatomy has been seen as foundational to clinical neurosciences. However, Neuroanatomy is different from gross anatomy and this is due to the complexity of the central nervous system, moreover, some of its structures cannot be dissected or demonstrated in anatomy cadaveric lab. The use of anatomical models in medical curricula has been reported as an effective way in teaching and learning anatomy. They have been used to replace cadaveric material when the latter is difficult to acquire, or when the anatomical structures cannot be dissected like the brain ventricles for instance, moreover they have the privilege of visualizing the structures in a 3 dimensional modality. The goal of this study was to create a 3 D printed neuroanatomy model in order to complement the University of Ottawa anatomy models’ library, and help medical students visualize the pathway of different nervous tracts on a 3 D simulation model.To assist with this, 2D images of slices of the cerebrum, brainstem, cervical, thoracic, and lumbar spinal cord were downloaded online to be imported to Adobe Photoshop CC 2015. The images were manually converted to black and white, and separated into different layers to export each components separately into Tinker CAD (online software). The different components were then assembled on Tinker CAD to create 3D printer compatible files. The files were printed using white ABS on a Replicator 2X MakerBot printer at the library of University of Ottawa.&#x0D; &#x0D;
APA, Harvard, Vancouver, ISO, and other styles
41

Antipova, Veronica, Martin Siwetz, Maren Engelhardt, et al. "Knowledge Retention of Undergraduate Medical Students in Regional Anatomy Following a One-Month Gross Anatomy Course Setting." Education Sciences 14, no. 8 (2024): 905. http://dx.doi.org/10.3390/educsci14080905.

Full text
Abstract:
Background: In the achievement of optimal learning outcomes, knowledge retention presents a major concern for medical students and educators. Practical dissection courses facilitate the consolidation of knowledge of anatomy. Previously, it was shown that a regional anatomy dissection course is more beneficial over a 3-month than a 1-month duration for gathering pre examination knowledge. This study aimed to assess if follow-up anatomy interventions help consolidate regional anatomy knowledge and facilitate knowledge retention of undergraduate medical students. It was hypothesized that knowledge retention could be enhanced using post-dissection teaching interventions. Methods: Upon completion of the dissection course, Objective Structured Practical Examinations (OSPEs) were performed for the neck, thorax, and abdomen immediately before the start of the oral examinations, with follow-ups at 6 and 12 months. Between each of the examinations, virtual and in-person lectures and seminars on (radiologic) anatomy and pathology were held, including Cinematic Rendering, but without additional teaching on human tissues. Results: Significant improvements were observed for knowledge of the neck and abdomen regions in the 6- and 12-month follow-up OSPEs. The effects of knowledge gain were less marked in ethanol-glycerin- than in Thiel-embalmed tissues. Student perceptions regarding tissue quality correlated positively with their assessment of tissue suitability for examination preparation. In conclusion, even anatomy teaching interventions not utilizing human tissues may help consolidate and improve regional anatomy knowledge over a one-year term. Conclusion: Knowledge retention can be enhanced by accompanying virtual with physical teaching interventions.
APA, Harvard, Vancouver, ISO, and other styles
42

Petto, Andrew J., David E. Zimmerman, Elizabeth K. Johnson, Lucas Gauthier, James T. Menor, and Nicholas Wohkittel. "Exploring Anatomic Variants to Enhance Anatomy Teaching: Musculus Sternalis." Diagnostics 10, no. 8 (2020): 508. http://dx.doi.org/10.3390/diagnostics10080508.

Full text
Abstract:
The opportunity to encounter and appreciate the range of human variation in anatomic structures—and its potential impact on related structures, function, and treatment—is one of the chief benefits of cadaveric dissection for students in clinical preprofessional programs. The dissection lab is also where students can examine unusual anatomic variants that may not be included in their textbooks, lab manuals, or other course materials. For students specializing in physical medicine, awareness and understanding of muscle variants has a practical relevance to their preparations for clinical practice. In a routine dissection of the superficial chest muscles, graduate students in a human gross anatomy class exposed a large, well-developed sternalis muscle. The exposure of this muscle generated many student questions about M sternalis: its prevalence and appearance, its function, its development, and its evolutionary roots. Students used an inquiry protocol to guide their searches through relevant literature to gather this information. Instructors developed a decision tree to assist students in their inquiries, both by helping them to make analytic inferences and by highlighting areas of interest needing further investigation. Answering these questions enriches the understanding and promotes “habits of mind” for exploring musculoskeletal anatomy beyond simple descriptions of function and structure.
APA, Harvard, Vancouver, ISO, and other styles
43

Matteucci, Paolo, Menos Lagopoulos, and Stephen Southern. "Endoscopic anatomy of the ulnar nerve: a useful adjunct to teaching anatomy." Annals of The Royal College of Surgeons of England 93, no. 3 (2011): 201–4. http://dx.doi.org/10.1308/003588411x565040.

Full text
Abstract:
INTRODUCTION There has been a shift away from gross anatomy teaching and hands-on cadaveric dissection. This has been replaced by a variety of teaching modalities including problem-based learning, models and prosections, and computer-assisted learning. We aim to pilot a technique of endoscopic visualisation of upper limb anatomy, to produce a video that can be incorporated into anatomy teaching and to assess the video qualitatively as an adjunct to anatomy teaching. MATERIALS AND METHODS A single, previously undissected, formalin preserved cadaver was used and views were obtained of the left arm. The video was shown to 10 surgical trainees who were then asked to complete appraisal forms anonymously. RESULTS The endoscopic views were thought to be useful and helped the trainees to appreciate the in situ anatomy and potential sites of nerve compression. 70% of respondents would recommend the system to others. CONCLUSIONS We feel this represents another method to help in the understanding of a complex area of anatomy in a way that is unique to endoscopy.
APA, Harvard, Vancouver, ISO, and other styles
44

Bhattacharya, Kaushik, Neela Bhattacharya, and Aditya Shikar Bhattacharya. "Teaching cadaveric laparoscopic anatomy in medical curriculum – An essential learning option." Indian Journal of Clinical Anatomy and Physiology 8, no. 4 (2022): 333–34. http://dx.doi.org/10.18231/j.ijcap.2021.071.

Full text
Abstract:
Teaching anatomy to the medical students is shifting from learning the traditional gross anatomy with didactic lectures to learning anatomy by laparoscopic dissection on the cadavers. The open dissection hall teaching is loosing relevance to learning clinical anatomy with laparoscopic dissection live by the medical students. Laparoscopic demonstrations can generate interest in surgery in the students that would otherwise not be possible in the preclinical years. Additional advantages of laparoscopic anatomy learning are improved three-dimensional orientation, increased dexterity and development of team working skills among students. The magnified laparoscopic views and the ability to deeply explore anatomical features to demonstrate the basic anatomy better with full clarity does makes an impression on the young medical students. The major disadvantage is student may feel the lack of pleasure of tactile sensation, of touching the anatomical organs during laparoscopic demonstration.
APA, Harvard, Vancouver, ISO, and other styles
45

Dixon, H., T. Nieto, T. Lo, and PH Abrahams. "Surgical Trainee-Led Clinical Anatomy Course for Senior Medicalstudents." Bulletin of the Royal College of Surgeons of England 95, no. 1 (2013): 1–4. http://dx.doi.org/10.1308/147363512x13311314198373.

Full text
Abstract:
Anatomy is a foundation stone of modern medical education and has been for hundreds of years. In the UK anatomy teaching is undergoing substantial changes. These are highly controversial and much debated, especially regarding the necessity of dissection to learn three-dimensional gross anatomy. The quantity of anatomy taught to undergraduates is also under scrutiny. Lack of national guidance and evaluation has led to a range in the type and quality of anatomical teaching in various medical schools. This shift is due to changes in the modern medical curriculum, which is wider than ever, and a change in the perception of the relevance of basic sciences.
APA, Harvard, Vancouver, ISO, and other styles
46

Sarkar, Satabdi, Anasuya Ghosh, Biswabina Ray, Anirban Dasgupta, and Arpita Sarkar. "Perception and attitude toward online versus traditional anatomy teaching: An internet-based cross-sectional study among Indian medical students during COVID pandemic." Asian Journal of Medical Sciences 13, no. 9 (2022): 27–33. http://dx.doi.org/10.3126/ajms.v13i9.44447.

Full text
Abstract:
Background: The COVID-19 pandemic necessitated conduction of online medical education in India in both synchronized and asynchronized modes. Before the pandemic, the online teaching had very limited role in anatomy education in India. Aims and Objectives: This study was conducted to know the student’s perceptions and attitudes regarding online versus traditional anatomy teaching, the problems hindering online anatomy learning, and the areas of anatomy students enjoyed in virtual lessons. Materials and Methods: A cross-sectional study was done among the 1st year medical students of various institutions of India based on a questionnaire applied by Google Forms. Relevant information on student’s sociodemographic profile and their perception toward online versus traditional anatomy teaching were obtained. Four-point Likert scale was used for the responses on perception of teaching. Two hundred and fifty-two responses were studied and statistically analyzed. Results: Two hundred students (79.36%)used smartphones and 205 students (81.34%) used mobile internet in online learning. More than 90% of students preferred traditional anatomy teaching whereas less than 50% of students liked online anatomy teaching. In comparison with gross anatomy, students preferred online teaching of embryology, histology, and radiological anatomy. One hundred and six students (42.06%) opined that the internet problems were the major obstacle and 87 students (34.52%) considered the physical problems as main hindrances in online classes.Statistically significant increase in screentime after commencement of online class was seen among study participants. Conclusion: Majority of students preferred (statistically significant) traditional anatomy teaching over online anatomy teaching. Although students enjoyed online learning on selected topics of embryology, histology, and radiological anatomy, the main hindrances encountered in online anatomy classes were internet problems and physical problems.
APA, Harvard, Vancouver, ISO, and other styles
47

Patil, Dr Nilima, and Dr Sunita Vagha. "First Phase MBBS Students’ Perception Of Implementation Of Flipped Classroom In Teaching Gross Anatomy." IOSR Journal of Dental and Medical Sciences 24, no. 6 (2025): 16–21. https://doi.org/10.9790/0853-2406031621.

Full text
Abstract:
Introduction: In a flipped classroom, students engage with lectures and foundational material either print, audio, or video before arriving for class. This pre-class learning then enables class sessions to become interactive, problem-solving, and case-based learning, maximizing direct teacher support for deeper comprehension. This study is aimed to assess perceptions of implementation of flipped classroom in teaching anatomy to first phase MBBS students. Methodology: For the 2022–2023 academic year, 147 First MBBS students participated in a study where a flipped classroom was implemented in teaching the subject of anatomy for five flipped classroom sessions distributed over a period of one and half months schedule.Data was gathered from these students at the end of last activity as responses to the survey questions with five point likert scale and one open ended question to describe students experience about the flipped classroom activity. Result: The implementation of flipped classroom for teaching gross anatomy was viewed positively. They particularly valued the flexibility it offered, allowing them to learn at their own speed and providing the valuable in-class time for interactive learning activities
APA, Harvard, Vancouver, ISO, and other styles
48

Anand, Mahindra Kumar, Chintan Jayantkumar Lakhani, and Mayankkumar Devajibhai Javia. "The role of medical student’s feedback in undergraduate gross anatomy teaching." Anatomy 9, no. 2 (2015): 72–78. http://dx.doi.org/10.2399/ana.15.011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Richards, Boyd F., Linwood Sawyer, and Gary Roark. "Use of Low-cost 3-D Images in Teaching Gross Anatomy." Medical Teacher 9, no. 3 (1987): 305–8. http://dx.doi.org/10.3109/01421598709034792.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Hendelman, W. J., and M. Boss. "Reciprocal peer teaching by medical students in the gross anatomy laboratory." Academic Medicine 61, no. 8 (1986): 674–80. http://dx.doi.org/10.1097/00001888-198608000-00007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography