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Wojciech Pawlina - One of the best experts on this subject based on the ideXlab platform.
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evaluating dissection in the gross anatomy course correlation between quality of laboratory dissection and students outcomes
Anatomical Sciences Education, 2015Co-Authors: Chika Nwachukwu, Nirusha Lachman, Wojciech PawlinaAbstract:Anatomy learned by active exploration through dissection has many proven benefits including improvement of anatomic knowledge. Decreased laboratory time may affect the quality of dissection and ultimately lower student performance in anatomy translating to lower knowledge acquisition. The aim of this study was to determine whether the quality of students' dissection in teams correlates with their performance in the gross anatomy course. Quality of dissections for each team enrolled in a gross anatomy course at Mayo Medical School was evaluated biweekly using a five-point rubric based on course learning objectives. Assessment of anatomic knowledge was based on sequential laboratory practice Practical examination scores, achievements on daily audience response system (ARS) quizzes, and final Practical, written, and National Board of Medical Examiners® (NBME®) Gross Anatomy and Embryology Subject Examinations. Twelve teams comprising 48 students were included in the study. There was a positive correlation between dissection quality and practice Practical examination score (R = 0.83) and a negative correlation between dissection quality and ARS quizzes (R = −0.985). Dissection teams with a passing score on their dissection evaluations (>70%) performed better on their final Examinations. Based on an end of course survey, students agreed that dissection evaluations should continue to be a part of the course. This study showed that better quality of dissection was associated with higher scores on practice Practical Examinations, final Practical, written, and NBME Examinations. The study demonstrated a positive correlation between dissection evaluations, accompanied by formative feedback during the course, and higher scores on final course assessments. Anat Sci Educ 8: 45–52. © 2014 American Association of Anatomists.
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using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality
Anatomical Sciences Education, 2011Co-Authors: Ryan E Hofer, Brant O Nikolaus, Wojciech PawlinaAbstract:Checklists have been widely used in the aviation industry ever since aircraft operations became more complex than any single pilot could reasonably remember. More recently, checklists have found their way into medicine, where cognitive function can be compromised by stress and fatigue. The use of checklists in medical education has rarely been reported, especially in the basic sciences. We explored whether the use of a checklist in the gross anatomy laboratory would improve learning outcomes, dissection quality, and students' satisfaction in the first-year Human Structure didactic block at Mayo Medical School. During the second half of a seven-week anatomy course, dissection teams were each day given a hardcopy checklist of the structures to be identified during that day's dissection. The first half of the course was considered the control, as students did not receive any checklists to utilize during dissection. The measured outcomes were scored on four practice Practical Examinations and four dissection quality assessments, two each from the first half (control) and second half of the course. A student satisfaction survey was distributed at the end of the course. Examination and dissection scores were analyzed for correlations between practice Practical examination score and checklist use. Our data suggest that a daily hardcopy list of anatomical structures for active use in the gross anatomy laboratory increases practice Practical examination scores and dissection quality. Students recommend the use of these checklists in future anatomy courses.
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leadership and professionalism curriculum in the gross anatomy course
Annals Academy of Medicine Singapore, 2006Co-Authors: Wojciech Pawlina, Michael J Hromanik, Tia R Milanese, Ross Dierkhising, Thomas R Viggiano, Stephen W CarmichaelAbstract:Introduction: Today's physicians must demonstrate both professionalism and leadership skills in order to succeed in largely team-based healthcare environments. The purpose of this study was to determine if professionalism attributes, leadership style, and leadership style adaptability are associated with academic performance among first-year students early in their medical curriculum. Materials and Methods: Students were divided into 4-member dissection groups for the duration of the Gross and Developmental Anatomy course. Leadership responsibility was randomly assigned to a team member on a rotating basis every 5 weeks. After each 5-week block, student performance was measured by written and Practical Examinations, and each student assessed their leader's or their own professionalism attributes and leadership style using validated survey instruments. Results: Most students demonstrated either a "selling" only (57%) or "participating" only (30%) leadership style with low to moderate leadership adaptability. "Participating" and "delegating" leadership styles have the highest average group written exam scores (89.4%, P <0.008). "Telling" only or "selling" only leaders have the lowest average group exam scores (83.5%, P <0.001). "Selling" and "participating" leaders have significantly lower average group Practical exam scores than other styles (81.5%, P <0.007). Positive associations were observed between the written and Practical examination scores and the leader's integrity (P = 0.003, P = 0.002) and responsibility (P <0.001, P = 0.037). Conclusions: This study demonstrates that various situational leadership styles and aspects of professionalism are associated with written and Practical examination scores in the Gross and Developmental Anatomy course. Furthermore, it demonstrates that first-year medical students are in need of leadership skill development. Ann Acad Med Singapore 2006;35:609-14
Peter Kondrashov - One of the best experts on this subject based on the ideXlab platform.
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Performance Assessment in Medical School Curricula: an Innovative Method of Evaluating Sonographic Skills Using Ultrasound Practical Examinations
Medical Science Educator, 2016Co-Authors: Jennifer L. Petty, Peter Kondrashov, Jane C. Johnson, Tatyana KondrashovaAbstract:Ultrasonography offers rapid, noninvasive imaging of internal anatomy for patient diagnosis, and future physicians should be competent in its use. Currently, there is no standard for assessing the sonographic skills of medical students. The purpose of the current study was to introduce ultrasound Practical Examinations as an innovative method of measuring the ultrasonography knowledge and proficiency of medical students. Student performance in the required ultrasound course for 3 consecutive classes of medical students was assessed by a Practical examination graded by faculty and predoctoral fellows. Students were paired and instructed to find structures from a list of laboratory objectives chosen by an assigned grader. Collected data was evaluated retrospectively by analyzing grader performance and question difficulty. The class of 2018 was also given a survey to evaluate their perception of the Practical examination. Overall, students performed well on the examination and liked the course and Practical examination format. Significant differences were found among graders: faculty gave lower grades than predoctoral fellows, suggesting a need for standardization. Additional analysis suggested the differences between graders could be due to the laboratory objective chosen by the different graders. To eliminate grader bias and improve interrater reliability, random selection of ultrasound Practical examination objectives for each student will be implemented for the class of 2020. These changes in the existing ultrasonography curriculum should improve the evaluation of student performance and student satisfaction, while providing a model for other medical education institutions to incorporate a proven ultrasound assessment method into their curricula.
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does alternating dissection effect student performance on Practical Examinations lb29
The FASEB Journal, 2014Co-Authors: Karl Boehm, Nicole Fraticelli, Rebecca Jordan, Margaret Riccardi, Jeremy J Houser, Peter KondrashovAbstract:In the process of restructuring the Gross Anatomy course for first-year osteopathic medical students a new lab model was introduced, with teams alternately performing the dissection of midline regi...
Sean A Horan - One of the best experts on this subject based on the ideXlab platform.
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a video based learning activity is effective for preparing physiotherapy students for Practical Examinations
Physiotherapy, 2013Co-Authors: Benjamin Kurt Weeks, Sean A HoranAbstract:Abstract Objectives To examine a video-based learning activity for engaging physiotherapy students in preparation for Practical Examinations and determine student performance outcomes. Design Multi-method employing qualitative and quantitative data collection procedures. Setting Tertiary education facility on the Gold Coast, Queensland, Australia. Participants Physiotherapy students in their first year of a two-year graduate entry program. Main outcome measures Questionnaire-based surveys and focus groups were used to examine student perceptions and satisfaction. Surveys were analysed based on the frequency of responses to closed questions made on a 5-pont Likert scale, while a thematic analysis was performed on focus group transcripts. t -Tests were used to compare student awarded marks and examiner awarded marks and evaluate student performance. Results Sixty-two physiotherapy students participated in the study. Mean response rate for questionnaires was 93% and eight students (13%) participated in the focus group. Participants found the video resources effective to support their learning (98% positive) and rating the video examples to be an effective learning activity (96% positive). Themes emergent from focus group responses were around improved understanding, reduced performance anxiety, and enjoyment. Students were, however, critical of the predictable nature of the example performances. Students in the current cohort supported by the video-based preparation activity exhibited greater Practical examination marks than those from the previous year who were unsupported by the activity (mean 81.6 SD 8.7 vs. mean 78.1 SD 9.0, p =0.01). Conclusion A video-based learning activity was effective for preparing physiotherapy students for Practical Examinations and conferred benefits of reduced anxiety and improved performance.
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a video based teaching and learning activity for preparing penultimate year physiotherapy students for Practical Examinations
Australia and New Zealand Association for Health Professional Educators Annual Conference, 2012Co-Authors: Benjamin Kurt Weeks, Sean A HoranAbstract:Background: The use of video-based resources in health professional education appears to be a promising approach to teach clinical skills. Their use in physiotherapy education, however, has not been fully investigated. The aim of this project was to determine the effectiveness of a video-based learning activity for improving student confidence, satisfaction, and performance in Practical exams. Methods: Focus groups and surveys were used to explore student perceptions (n=62) of Practical exams, including preparatory methods, understanding of marking criteria, and associated anxiety. Feedback was used to construct a series of videos of physiotherapy assessment and an activity was designed whereby students viewed the videos and graded performance against the same rubric used to assess their Practical exam. Videos were then made available on the course website. Student satisfaction was determined using surveys, focus groups, and standard course evaluations. Student grades were compared with those of the previous year cohort. Results: Students were not confident about their Practical exams and were uncertain of what to expect, suggesting they needed examples to aid their preparation. Students were very supportive of the new activity with 96.4% responding positively when asked of its effectiveness. Students attested that the activity improved their confidence with the exam (94.5%) and felt that the activity should be used in future courses (98.1%). Student grades were greater (81.6 ±8.7 vs 78.1 ±9.0, p=0.01) in the current cohort (n=62) when compared with the previous one (n=50). Conclusions: A video-based activity was effective in preparing physiotherapy students for Practical exams with potential for improved grades.
Stacy Kinirons - One of the best experts on this subject based on the ideXlab platform.
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effects of alternating dissection with peer teaching and faculty prosected cadaver demonstrations in a physical therapy and occupational therapy gross anatomy course
Anatomical Sciences Education, 2019Co-Authors: Stacy Kinirons, Vanessa M Reddin, Jeanann MaguffinAbstract:The most effective method to teach gross anatomy is largely unknown. This study examined two teaching methods utilized in a physical therapy and occupational therapy gross anatomy course, (1) alternating dissection with peer teaching every other laboratory session and (2) faculty demonstrations during laboratory sessions. Student (n = 57) subgroup (A or B) academic performance was determined using written, laboratory Practical, and palpation Practical Examinations. Subgroup A performed significantly better on laboratory Practical examination questions pertaining to dissected, in comparison to peer-taught structures (67.1% vs. 60.2%, P = 0.008). Subgroup B performed significantly better on laboratory Practical examination questions pertaining to peer-taught, in comparison to dissected structures (64.1% vs. 57.9%, P = 0.001). When Subgroup A was compared to Subgroup B, there were no statistically significant differences on laboratory Practical examination question types, whether the subgroup learned the structure through dissection or peer teaching. Based on within and between subgroup comparisons, faculty demonstrations had no effect on written, laboratory Practical, or palpation Practical examination scores. Although limited, data suggest that the student roles when alternating dissection with peer teaching every other laboratory session appear to be equally effective for learning gross anatomy. The benefits of this method include decreased student/faculty ratio in laboratory sessions and increased time for independent study. Faculty demonstrations during laboratory sessions do not seem to improve student academic performance.
Gary L Kolesari - One of the best experts on this subject based on the ideXlab platform.
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computerized grading of anatomy laboratory Practical Examinations
Anatomical Sciences Education, 2008Co-Authors: Beth B Krippendorf, David L Bolender, Gary L KolesariAbstract:At the Medical College of Wisconsin, a procedure was developed to allow computerized grading and grade reporting of laboratory Practical Examinations in the Clinical Human Anatomy course. At the start of the course, first year medical students were given four Lists of Structures. On these lists, numbered items were arranged alphabetically; the items were anatomical structures that could be tagged on a given lab Practical examination. Each lab exam featured an anatomy laboratory component and a computer laboratory component. For the anatomy lab component, students moved from one question station to another at timed intervals and identified tagged anatomical structures. As students identified a tagged structure, they referred to a copy of the list (provided with their answer sheet) and wrote the number corresponding to the structure on their answer sheet. Immediately after the anatomy lab component, students were escorted to a computer instruction laboratory where they typed their answer numbers into a secured testing component of a learning management system that recorded their answers for automatic grading. After a brief review of examination scores and item analysis by faculty, exam scores were reported to students electronically. Adding this brief computer component to each lab exam greatly reduced faculty grading time, reduced grading errors and provided faster performance feedback for students without changing overall student performance.