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A study for effective modality of teaching Anatomy
Abstracts / Journal of the Anatomical Society of India 66S (2017) S1–S78
117 The Ana of anatomy
S39
Conflicts of interest The authors have none to declare.
M. Natrajan Seth G.S. Medical College, Mumbai, India Introduction: The ‘ana’ of anatomy is commonly viewed as separation. With ‘tomy’ meaning ‘to cut’, anatomy becomes, to cut and delineate. However, in anastomosis, ‘ana’ means to join, with ‘stomo’ meaning ‘opening’, thus together meaning, to join openings. Extrapolating, ‘ana’ in anatomy can be viewed also as uniting the cut. Discussion: Though, by dissecting, we analyse the human body threadbare, as a doctor, later one needs to put them as one, the way they were to begin with. Though, later, each one specialises and subspecialises, the end point is an individual wanting to be a holistic unit, save and sound. Conclusion: This presentation, is to bring ‘ana’ of anatomy into a holistic equaliser as is it in the word analyse as well, where in lyse means to break. Further linguistic related issues will be discussed in person on this work being accepted. Conflicts of interest The author has none to declare. http://dx.doi.org/10.1016/j.jasi.2017.08.124 118 A study for effective modality of teaching Anatomy Manas Jyoti Phukon ∗ , Rupshikha Dutta Prathima Institute of Medical Sciences, India Introduction: The teaching of basic sciences is of utmost important as it lays the foundation stone of medical science. Anatomy as such is difficult for the beginners. So, a study for effective modality of teaching Anatomy for First MBBS students in the year 2015–2016 is being carried out. Materials and methods: About 200 first-year MBBS students were surveyed at the end of the academic session. The students belonged to Prathima Institute of Medical Sciences, Karimnagar from Telengana. A questionnaire was distributed regarding understanding lecture classes taken on chalk and board, overhead projector, only notes, models and plates, or power point presentation. The students were also asked regarding usefulness of dissecting cadavers, histology practical, and demonstration of radiology, osteology and embryology. As the university results are awaited the students have to predict their expected marks on the subject. These marks are analyzed according to their understanding in the modalities of teaching. This data will be compared with the university results later and will be discussed in the conference. Results: The initial results showed students preferred power point presentation, chalk and board, models and plates, dissections and demonstration rather than overhead projector and notes in various proportions. Conclusion: An effective modality of teaching will be understood by analysis of the final data. This will help not only in retrospective study but also will be helpful for teaching fresh medical students.
http://dx.doi.org/10.1016/j.jasi.2017.08.125 119 Role of clinical simulation in early clinical exposure P.A. Kumar ∗ , G. Sumitra PSG Institute of Medical Sciences & Research, Coimbatore, India Introduction: The concept of learning through simulation is relatively new in clinical medicine. However, medical educators have initiated usage of this unique modality to train students. Clinical simulation creates life like scenarios of various critical conditions for the students to interact and learn from their experience. Such programs to train residents in our institution have proved to be very successful and encouraging, particularly when high fidelity simulators were used. Materials and methods: Clinical simulations were extended to the program of Early Clinical Exposure (ECE), in an effort to help preclinical students to appreciate clinical relevance of basic sciences. During their upper limb block, these students were trained in the skills of phlebotomy and of starting intravenous access using manikins through simulations. During the dissection of thorax, they had training in basic life support. The program was evaluated through pre and post-tests and a feedback questionnaire. Results: Test scores and the feedback comments were indicative of the success of the program in achieving its goals under the scope of ECE. Discussion: The program could be extended to include other clinical procedures like thoracocentesis, lumbar puncture and endotracheal intubation, relevant to the region they study in basic sciences. According to the availability of relevant manikins and the time assigned for ECE, modules could be created to make this program very effective and helpful in achieving its goal. Simulated exercises seem to be an excellent option to consider when there is a general paradigm shift from conventional methods to skill-based learning. Conflicts of interest The authors have none to declare. http://dx.doi.org/10.1016/j.jasi.2017.08.126 120 Quiz as a tool for part completion exam in anatomy Priya Pramod Roy ∗ , M.A. Doshi, S.S. Shedge, S.S. Mohite, S. Kadam Krishna Institute of Medical Sciences Deemed University, Karad, India Introduction: As the duration of 1st MBBS is decreased the new teaching methods are welcomed. Aim: To find some innovative method of teaching which includes active learning with brain storming among students and group study. Method: 200 students of 1st MBBS were allowed to participate in the study. We made a pair of two students. Pattern of the question
117 The Ana of anatomy
S39
Conflicts of interest The authors have none to declare.
M. Natrajan Seth G.S. Medical College, Mumbai, India Introduction: The ‘ana’ of anatomy is commonly viewed as separation. With ‘tomy’ meaning ‘to cut’, anatomy becomes, to cut and delineate. However, in anastomosis, ‘ana’ means to join, with ‘stomo’ meaning ‘opening’, thus together meaning, to join openings. Extrapolating, ‘ana’ in anatomy can be viewed also as uniting the cut. Discussion: Though, by dissecting, we analyse the human body threadbare, as a doctor, later one needs to put them as one, the way they were to begin with. Though, later, each one specialises and subspecialises, the end point is an individual wanting to be a holistic unit, save and sound. Conclusion: This presentation, is to bring ‘ana’ of anatomy into a holistic equaliser as is it in the word analyse as well, where in lyse means to break. Further linguistic related issues will be discussed in person on this work being accepted. Conflicts of interest The author has none to declare. http://dx.doi.org/10.1016/j.jasi.2017.08.124 118 A study for effective modality of teaching Anatomy Manas Jyoti Phukon ∗ , Rupshikha Dutta Prathima Institute of Medical Sciences, India Introduction: The teaching of basic sciences is of utmost important as it lays the foundation stone of medical science. Anatomy as such is difficult for the beginners. So, a study for effective modality of teaching Anatomy for First MBBS students in the year 2015–2016 is being carried out. Materials and methods: About 200 first-year MBBS students were surveyed at the end of the academic session. The students belonged to Prathima Institute of Medical Sciences, Karimnagar from Telengana. A questionnaire was distributed regarding understanding lecture classes taken on chalk and board, overhead projector, only notes, models and plates, or power point presentation. The students were also asked regarding usefulness of dissecting cadavers, histology practical, and demonstration of radiology, osteology and embryology. As the university results are awaited the students have to predict their expected marks on the subject. These marks are analyzed according to their understanding in the modalities of teaching. This data will be compared with the university results later and will be discussed in the conference. Results: The initial results showed students preferred power point presentation, chalk and board, models and plates, dissections and demonstration rather than overhead projector and notes in various proportions. Conclusion: An effective modality of teaching will be understood by analysis of the final data. This will help not only in retrospective study but also will be helpful for teaching fresh medical students.
http://dx.doi.org/10.1016/j.jasi.2017.08.125 119 Role of clinical simulation in early clinical exposure P.A. Kumar ∗ , G. Sumitra PSG Institute of Medical Sciences & Research, Coimbatore, India Introduction: The concept of learning through simulation is relatively new in clinical medicine. However, medical educators have initiated usage of this unique modality to train students. Clinical simulation creates life like scenarios of various critical conditions for the students to interact and learn from their experience. Such programs to train residents in our institution have proved to be very successful and encouraging, particularly when high fidelity simulators were used. Materials and methods: Clinical simulations were extended to the program of Early Clinical Exposure (ECE), in an effort to help preclinical students to appreciate clinical relevance of basic sciences. During their upper limb block, these students were trained in the skills of phlebotomy and of starting intravenous access using manikins through simulations. During the dissection of thorax, they had training in basic life support. The program was evaluated through pre and post-tests and a feedback questionnaire. Results: Test scores and the feedback comments were indicative of the success of the program in achieving its goals under the scope of ECE. Discussion: The program could be extended to include other clinical procedures like thoracocentesis, lumbar puncture and endotracheal intubation, relevant to the region they study in basic sciences. According to the availability of relevant manikins and the time assigned for ECE, modules could be created to make this program very effective and helpful in achieving its goal. Simulated exercises seem to be an excellent option to consider when there is a general paradigm shift from conventional methods to skill-based learning. Conflicts of interest The authors have none to declare. http://dx.doi.org/10.1016/j.jasi.2017.08.126 120 Quiz as a tool for part completion exam in anatomy Priya Pramod Roy ∗ , M.A. Doshi, S.S. Shedge, S.S. Mohite, S. Kadam Krishna Institute of Medical Sciences Deemed University, Karad, India Introduction: As the duration of 1st MBBS is decreased the new teaching methods are welcomed. Aim: To find some innovative method of teaching which includes active learning with brain storming among students and group study. Method: 200 students of 1st MBBS were allowed to participate in the study. We made a pair of two students. Pattern of the question