August 17, 2017

Jacob P. Smith, John L. Kendall, Danielle F. Royer. (2017). Improved medical student perception of ultrasound using a paired anatomy teaching assistant and clinician teaching model. Anatomical Sciences Education (early view), DOI: 10.1002/ase.1722.

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Abstract

This study describes a new teaching model for ultrasound (US) training, and evaluates its effect on medical student attitudes toward US. First year medical students participated in hands-on US during human gross anatomy (2014 N = 183; 2015 N = 182). The sessions were facilitated by clinicians alone in 2014, and by anatomy teaching assistant (TA)-clinician pairs in 2015. Both cohorts completed course evaluations which included five US-related items on a four-point scale; cohort responses were compared using Mann-Whitney U tests with significance threshold set at 0.05. The 2015 survey also evaluated the TAs (three items, five-point scale). With the adoption of the TA-clinician teaching model, student ratings increased significantly for four out of five US-items: “US advanced my ability to learn anatomy” increased from 2.91 ± 0.77 to 3.35 ± 0.68 (P < 0.0001), “Incorporating US increased my interest in anatomy” from 3.05 ± 0.84 to 3.50 ± 0.71 (P < 0.0001), “US is relevant to my current educational needs” from 3.36 ± 0.63 to 3.54 ± 0.53 (P = 0.015), and “US training should start in Phase I” from 3.36 ± 0.71 to 3.56 ± 0.59 (P = 0.010). Moreover, more than 84% of students reported that TAs enhanced their understanding of anatomy (mean 4.18 ± 0.86), were a valuable part of US training (mean 4.23 ± 0.89), and deemed the TAs proficient in US (mean 4.24 ± 0.86). By using an anatomy TA-clinician teaching team, this study demonstrated significant improvements in student perceptions of the impact of US on anatomy education and the relevancy of US training to the early stages of medical education. Anat Sci Educ. © 2017 American Association of Anatomists.

July 01, 2017

Hammond AS, Royer, DF, Fleagle, JG. (2017) The Omo-Kibish I Pelvis. Journal of Human Evolution (early view) DOI/10.1016/j.jhevol.2017.04.004

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Abstract

Omo-Kibish I (Omo I) from southern Ethiopia is the oldest anatomically modern Homo sapiens skeleton currently known (196 ± 5 ka). A partial hipbone (os coxae) of Omo I was recovered more than 30 years after the first portion of the skeleton was recovered, a find which is significant because human pelves can be informative about an individual's sex, age-at-death, body size, obstetrics and parturition, and trunk morphology. Recent human pelves are distinct from earlier Pleistocene Homo spp. pelves because they are mediolaterally narrower in bispinous breadth, have more vertically oriented ilia, lack a well-developed iliac pillar, and have distinct pubic morphology. The pelvis of Omo I provides an opportunity to test whether the earliest modern humans had the pelvic morphology characteristic of modern humans today and to shed light onto the paleobiology of the earliest humans. Here, we formally describe the preservation and morphology of the Omo I hipbone, and quantitatively and qualitatively compare the hipbone to recent humans and relevant fossil Homo. The Omo I hipbone is modern human in appearance, displaying a moderate iliac tubercle (suggesting a reduced iliac pillar) and an ilium that is not as laterally flaring as earlier Homo. Among those examined in this study, the Omo I ischium is most similar in shape to (but substantially larger than) that of recent Sudanese people. Omo I has features that suggest this skeleton belonged to a female. The stature estimates in this study were derived from multiple bones from the upper and lower part of the body, and suggest that there may be differences in the upper and lower limb proportions of the earliest modern humans compared to recent humans. The large size and robusticity of the Omo I pelvis is in agreement with other studies that have found that modern human reduction in postcranial robusticity occurred later in our evolutionary history.

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January 01, 2017

Royer, Danielle F., Kessler Ross, Stowell Jeffrey R. (2017) Evaluation of an Innovative Hands-On Anatomy-Centered Ultrasound Curriculum to Supplement Graduate Gross Anatomy Education. Anat Sci Educ 10(4): 348-362.      DOI/10.1002/ase.1670

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Abstract

Ultrasound (US) can enhance anatomy education, yet is incorporated into few non-medical anatomy programs. This study is the first to evaluate the impact of US training in gross anatomy for non-medical students in the United States. All 32 master's students enrolled in gross anatomy with the anatomy-centered ultrasound (ACUS) curriculum were recruited. Mean Likert ratings on pre- and post-course surveys (100% response rates) were compared to evaluate the effectiveness of the ACUS curriculum in developing US confidence, and gauge its impact on views of US. Post-course, students reported significantly higher (P < 0.001) mean confidence ratings in five US skills (pre-course versus post-course mean): obtaining scans (3.13 ±1.04 versus 4.03 ±0.78), optimizing images (2.78 ±1.07 versus 3.75 ±0.92), recognizing artifacts (2.94 ±0.95 versus 3.97 ±0.69), distinguishing tissue types (2.88 ±0.98 versus 4.09 ±0.69), and identifying structures (2.97 ±0.86 versus 4.03 ±0.59), demonstrating the success of the ACUS curriculum in students with limited prior experience. Views on the value of US to anatomy education and to students' future careers remained positive after the course. End-of-semester quiz performance (91% response rate) provided data on educational outcomes. The average score was 79%, with a 90% average on questions about distinguishing tissues/artifacts, demonstrating positive learning outcomes and retention. The anatomy-centered ultrasound curriculum significantly increased confidence with and knowledge of US among non-medical anatomy students with limited prior training. Non-medical students greatly value the contributions that US makes to anatomy education and to their future careers. It is feasible to enhance anatomy education outside of medical training by incorporating US. Anat Sci Educ 10: 348–362. © 2016 American Association of Anatomists.

January 01, 2017

Royer, D.F. (2016) The Role of Ultrasound in Graduate Anatomy Education: Current State of Integration in the United States and Faculty Perceptions. Anat Sci Educ 9(5): 453-467. DOI/10.1002/ase.1598

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Abstract

Ultrasound (US) is increasingly taught in medical schools, where it has been shown to be a valuable adjunct to anatomy training. To determine the extent of US training in nonmedical anatomy programs, and evaluate anatomists’ perceptions on the role of US in anatomy education, an online survey was distributed to faculty in anatomy Master's and Doctoral programs. Survey results sampled 71% of anatomy graduate degree programs nationally. Of the faculty surveyed, 65% report little to no experience with US. Thirty-six percent of programs surveyed incorporate exposure to US, while only 15% provide hands-on US training. Opportunities for anatomy trainees to teach with US were found in 12% of programs. Likert responses indicated that anatomists hold overwhelmingly positive views on the contributions of US to anatomy education: 91% agreed US reinforces anatomical concepts (average 4.33 ± 0.68), 95% agreed it reinforces clinical correlates (average 4.43 ± 0.65). Anatomists hold moderately positive views on the value of US to the future careers of anatomy graduates: 69% agreed US increases competitiveness on the job market (average 3.91 ± 0.90), 85% agreed US is a useful skill for a medical school teaching career (average 4.24 ± 0.75), and 41% agreed that US should be required for a medical education career (average 3.34 ± 1.09). With continued improvements in technology and the widespread adoption of US into diverse areas of clinical practice, medical education is on the cusp of a paradigm shift with regards to US. Anatomists must decide whether US is an essential skills for the modern anatomist. Anat Sci Educ 9: 453–467. © 2016 American Association of Anatomists.

January 01, 2017

Sheakley M., Royer D., Yin A., Sharma D., Odutola E. (2013) A Patient with Cervical Herniated Nucleus Pulposus (HNP) - TBL Format. MedEdPORTAL. Publication ID No. 9401. https://www.mededportal.org/publication/9401

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Abstract

This resource is a Team-based learning module intended for first-year medical students. It is an integrated case module which includes material from several basic sciences disciplines, including gross anatomy, histology/cell biology, radiographic anatomy, cell physiology, and behavioral science.

This case was written to be used in a Team-Based Learning (TBL) format. TBL cases utilize a specific written format and method of facilitating to produce very effective small group and class discussion. Michaelsen, Parmalee, McMahon and Levine describe in detail this theory and method in the book “Team-Based Learning for Health Professions Education”. You can also learn more about TBL at http://www.ou.edu/pii/teamlearning/. Our TBL sessions consist of the following parts:

1. Individual readiness assessment test (iRAT)

2. Group readiness assessment test (gRAT)

3. Student–faculty discussion of RAT

4. Break

5. Group application exercise

6. Student–faculty discussion of group application exercise

Our TBL sessions are graded, and the scores are recorded as a part of the class grade. At the first session of each semester, the student groups form groups and vote for the grading scheme that will be utilized. The iRAT and gRAT grade weighting is decided by the students, and the clinical application exercise is graded but not officially recorded at our institution. This session requires approximately two hours to complete in the TBL format.