PubMed · 11630215
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F A Puma. [Not Available].. https://pubmed.ncbi.nlm.nih.gov/11630215/
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Clinical teachers often complain that medical students have forgotten or somehow "lost" knowledge that has been taught at pre-clinical levels at the time of entering the clinical part of education. The purpose of this qualitative study was to explore, whether transfer of knowledge was identified as a problem by the teaching staff of anatomy and surgery, and if so, what strategies they used to overcome it. Semi-structured interviews were conducted with ten medical teachers in anatomy and surgery. Most teachers recognised that there was a problem of transfer and some individuals had adopted strategies to address this. However, there was no formal educational strategy suggested to overcome the problem of transfer. The conclusion is that transfer needs to be addressed both by basic science teachers and clinical teachers. There is a need for a mutual educational discourse of the contexts students will face.
The difference between the idealization of anatomy atlases and the reality of human cadavers often frustrates gross anatomy students. To encourage students to celebrate rather than protest these differences, we describe a web site ARI (Anatomy Reports on the Internet) that allows students to document cadaveric findings online with photographs and text. We used several web languages for site construction, including mysql, php, html, and javascript. Faculty tools allow instructors to upload digital images of the structures, add relevant commentary, view and delete images, review submitted reports, and examine database statistics. Student tools allow dissection groups to choose and comment on images, enter and edit reports, and read reports submitted by other students. During the first two years of the site's use (2000-2001, 2002-2003), every dissection group at our institution submitted at least one report. Technical support requests were minimal.
The purpose of this study was to determine the incidence of cardiovascular pathology in 50 cadavers in the dissecting room of the Department of Anatomy at Guy's Campus, King's College, London, and to demonstrate the importance of dissection in teaching the anatomy of normal and pathological hearts. After external evaluation of each heart the four chambers were dissected and studied. The features noted included evidence of coronary atherosclerosis, myocardial infarction, variations in coronary artery anatomy, valvular disease, variations in left ventricular wall thickness and atrial dimensions, and atrial anomalies. All the hearts studied had at least one pathology. The majority had severe coronary atherosclerosis (44) and aortic valve pathology (23). A large number had left ventricular hypertrophy (13) and left atrial enlargement (9). A small number showed evidence of myocardial infarction (4). Anatomical anomalies were also found, and included persistent foramen ovale (1), three coronary arterial ostia (3), and anatomical variations of the orientation of the main stem of the left coronary artery (2). This study demonstrates that dissection is not only an excellent way of studying normal cardiac anatomy, but also a valuable method for introducing common cardiac pathologies to the medical student.