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Assessment of empathetic attitude among anatomy students in a medical college in India
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Abstracts / Journal of the Anatomical Society of India 66S (2017) S1–S78
was MCQ.DIAGRAM and BAQ. Total 40 marks questions were asked 1 mark was allotted for each correct answer & 0.5 deducted for wrong answer in MCQ. This helped in building more confidence among students. Negative marking has initiated creative thinking and brainstorming. At the end of the 1st year feedback has taken to see student’s view about quiz. Each question was to be given a score between 1 and 5, where 1 was strongly disagreeing and 5 was strongly agree. Conclusion and Results: Great enthusiasm was seen among the student. They enjoyed the playful and joyful means of teaching. 97.5% students agree that quiz is an effective way to learn anatomy. They also agreed (84%) that it has motivated them for self-study in groups. 5–10% increase in their performance was reflected in their university results. 10% of the student disagree for adding it into curriculum. They agreed that giving more importance to diagram is better way to supply anatomy. It educates students to finish their paper within limited time in examination (78%). Conflicts of interest The authors have none to declare. http://dx.doi.org/10.1016/j.jasi.2017.08.127 121 Assessment of empathetic attitude among anatomy students in a medical college in India S.K. Ghosh ∗ , S. Sharma, S. Biswas, S. Chakraborty ESI-PGIMSR & ESIC Medical College, Joka, Kolkata, West Bengal, India Introduction: Good clinicians are expected to demonstrate empathetic behavior whereby it is necessary for medical students to develop an empathetic attitude during the curriculum. The anatomy classroom is possibly the ideal place to cultivate the sense of empathy among medical students as they deal with the feelings associated with dissecting a human cadaver. Hence we conducted this knowledge, attitude and practice study to assess the baseline empathetic attitude among first-year medical students. Method: A self designed, pretested questionnaire was framed to explore the sense of empathy and the questionnaire was administered among 100 first year MBBS students before the summative assessment and their responses were collected and analyzed. Results: An overwhelming 54% students opened that primary component of patient care should be medical investigations, 16% stressed on medicines and only 14% emphasized on communicating with patients. 69% students prioritized the development of clinical skills during medical training and a mere 8% were inclined towards developing an empathetic attitude towards patients. Nevertheless 59% of the students were aware that empathy has a bearing on clinical outcome. 73% students admitted that they developed/enhanced feeling of empathy in the dissection room and 70% perceived that dealing with live patients during the course of medical training would further enhance the sense of empathy. Conclusion: Students although aware of the importance of empathy in clinical outcome are yet to prioritize it as an objective during medical training. Anatomy classes definitely contribute to the development of empathy among medical students with a scope for further enhancement of the same through clinical exposure.
Conflicts of interest The authors have none to declare. http://dx.doi.org/10.1016/j.jasi.2017.08.128 122 A survey study on the emerging role of virtual dissection technology in integrated medical teaching Sarah Ralte ∗ , Asima Bhattacharyya North Eastern Indira Gandhi Regional Institute of Health & Medical Sciences (NEIGRIHMS), Shillong, India Introduction: Imparting Anatomy education to medical students and surgical trainees would be incomplete without the mandatory cadaveric dissection where the students and trainees are encouraged to dissect, explore and feel the textures of the tissues and organs of a cadaver with a skilled approach. With an increasingly acute shortage of cadavers affecting the conventional cadaveric dissection methodology in medical schools worldwide, most of the medical schools have now combined routine cadaveric dissection with virtual dissection technology without compromising on Anatomy curriculum. Both these techniques complement each other very well in imparting a 3-dimensional outlook and anatomical knowledge to medical students and trainees. Method: This paper describes a survey questionnaire study conducted among the 1st MBBS students of the Institute, comparing the perceived effectiveness of “real” and “virtual” dissections of human body, based on a workshop organized recently by the Department of Anatomy, NEIGRIHMS, Shillong. Observation: The survey findings suggested that both the dissection techniques complemented each other in an excellent manner in terms of learning the structure and function of organs of the human body in real and virtual view. All the students who undertook the survey were in favor of combining virtual dissection technology as a complement to other anatomical educational devices along with cadaveric dissection. These findings reinforce the need to offer a variety of learning experiences that target different styles of learning. Conclusion: With the increasing scarcity of getting cadavers for dissection these days, the virtual dissection technology can be incorporated as a supplementary educational 3-D tool to the conventional dissection. Conflicts of interest The authors have none to declare. http://dx.doi.org/10.1016/j.jasi.2017.08.129 123 Peer-assisted learning (PAL) as a teaching-learning tool in radioanatomy for first MBBS students Saurabh Prakash Kulkarni SBH GMC, Maharashtra, India Background: Cognitive development, motivation and confidence building among tomorrows practitioners forms basis of today medical education. Learning through social interaction, dis-
Abstracts / Journal of the Anatomical Society of India 66S (2017) S1–S78
was MCQ.DIAGRAM and BAQ. Total 40 marks questions were asked 1 mark was allotted for each correct answer & 0.5 deducted for wrong answer in MCQ. This helped in building more confidence among students. Negative marking has initiated creative thinking and brainstorming. At the end of the 1st year feedback has taken to see student’s view about quiz. Each question was to be given a score between 1 and 5, where 1 was strongly disagreeing and 5 was strongly agree. Conclusion and Results: Great enthusiasm was seen among the student. They enjoyed the playful and joyful means of teaching. 97.5% students agree that quiz is an effective way to learn anatomy. They also agreed (84%) that it has motivated them for self-study in groups. 5–10% increase in their performance was reflected in their university results. 10% of the student disagree for adding it into curriculum. They agreed that giving more importance to diagram is better way to supply anatomy. It educates students to finish their paper within limited time in examination (78%). Conflicts of interest The authors have none to declare. http://dx.doi.org/10.1016/j.jasi.2017.08.127 121 Assessment of empathetic attitude among anatomy students in a medical college in India S.K. Ghosh ∗ , S. Sharma, S. Biswas, S. Chakraborty ESI-PGIMSR & ESIC Medical College, Joka, Kolkata, West Bengal, India Introduction: Good clinicians are expected to demonstrate empathetic behavior whereby it is necessary for medical students to develop an empathetic attitude during the curriculum. The anatomy classroom is possibly the ideal place to cultivate the sense of empathy among medical students as they deal with the feelings associated with dissecting a human cadaver. Hence we conducted this knowledge, attitude and practice study to assess the baseline empathetic attitude among first-year medical students. Method: A self designed, pretested questionnaire was framed to explore the sense of empathy and the questionnaire was administered among 100 first year MBBS students before the summative assessment and their responses were collected and analyzed. Results: An overwhelming 54% students opened that primary component of patient care should be medical investigations, 16% stressed on medicines and only 14% emphasized on communicating with patients. 69% students prioritized the development of clinical skills during medical training and a mere 8% were inclined towards developing an empathetic attitude towards patients. Nevertheless 59% of the students were aware that empathy has a bearing on clinical outcome. 73% students admitted that they developed/enhanced feeling of empathy in the dissection room and 70% perceived that dealing with live patients during the course of medical training would further enhance the sense of empathy. Conclusion: Students although aware of the importance of empathy in clinical outcome are yet to prioritize it as an objective during medical training. Anatomy classes definitely contribute to the development of empathy among medical students with a scope for further enhancement of the same through clinical exposure.
Conflicts of interest The authors have none to declare. http://dx.doi.org/10.1016/j.jasi.2017.08.128 122 A survey study on the emerging role of virtual dissection technology in integrated medical teaching Sarah Ralte ∗ , Asima Bhattacharyya North Eastern Indira Gandhi Regional Institute of Health & Medical Sciences (NEIGRIHMS), Shillong, India Introduction: Imparting Anatomy education to medical students and surgical trainees would be incomplete without the mandatory cadaveric dissection where the students and trainees are encouraged to dissect, explore and feel the textures of the tissues and organs of a cadaver with a skilled approach. With an increasingly acute shortage of cadavers affecting the conventional cadaveric dissection methodology in medical schools worldwide, most of the medical schools have now combined routine cadaveric dissection with virtual dissection technology without compromising on Anatomy curriculum. Both these techniques complement each other very well in imparting a 3-dimensional outlook and anatomical knowledge to medical students and trainees. Method: This paper describes a survey questionnaire study conducted among the 1st MBBS students of the Institute, comparing the perceived effectiveness of “real” and “virtual” dissections of human body, based on a workshop organized recently by the Department of Anatomy, NEIGRIHMS, Shillong. Observation: The survey findings suggested that both the dissection techniques complemented each other in an excellent manner in terms of learning the structure and function of organs of the human body in real and virtual view. All the students who undertook the survey were in favor of combining virtual dissection technology as a complement to other anatomical educational devices along with cadaveric dissection. These findings reinforce the need to offer a variety of learning experiences that target different styles of learning. Conclusion: With the increasing scarcity of getting cadavers for dissection these days, the virtual dissection technology can be incorporated as a supplementary educational 3-D tool to the conventional dissection. Conflicts of interest The authors have none to declare. http://dx.doi.org/10.1016/j.jasi.2017.08.129 123 Peer-assisted learning (PAL) as a teaching-learning tool in radioanatomy for first MBBS students Saurabh Prakash Kulkarni SBH GMC, Maharashtra, India Background: Cognitive development, motivation and confidence building among tomorrows practitioners forms basis of today medical education. Learning through social interaction, dis-