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A scoping review of undergraduate anatomy and physiology education: approaches to evaluating student outcomes in the United States.

ABSTRACT: Studies document difficulties undergraduate pre-nursing and allied health students face when learning human anatomy and physiology (A&P) course content. A comprehensive synthesis exploring the teaching practices within the course and how those practices are evaluated is warranted. This scoping literature review identified 78 journal articles investigating teaching practices, and we charted their research methods, student outcomes, and institutional contexts. Content analysis found the teaching practices described most frequently in A&P education research literature involved multiple aligned changes across the curriculum, including student activities, course delivery, and assessments. Critical appraisal of study methodologies revealed that most studies in undergraduate A&P were longitudinal, included comparison groups, and used simple inferential statistics. In contrast, few studies listed limitations of their research, collected data from multiple institutions, or reported student demographic data. We believe these factors pose notable limitations to the interpretation of A&P education studies across institutional contexts. The results of this review identify future lines of inquiry to enrich existing evidence about pedagogical interventions in A&P courses.

SUBMITTER: Royse EA

PROVIDER: S-EPMC11360416 | biostudies-literature | 2024 Aug

REPOSITORIES: biostudies-literature

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A scoping review of undergraduate anatomy and physiology education: approaches to evaluating student outcomes in the United States.

Royse Emily A EA Pullen Nicholas A NA Cogswell Andi A Holt Emily A EA

Journal of microbiology & biology education 20240726 2

Studies document difficulties undergraduate pre-nursing and allied health students face when learning human anatomy and physiology (A&P) course content. A comprehensive synthesis exploring the teaching practices within the course and how those practices are evaluated is warranted. This scoping literature review identified 78 journal articles investigating teaching practices, and we charted their research methods, student outcomes, and institutional contexts. Content analysis found the teaching p ...[more]

PMID: 39058038

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Project description:BackgroundStudent-run clinics (SRCs) for dermatology hold potential to significantly advance skin-related health equity, and a comprehensive analysis of these clinics may inform strategies for optimizing program effectiveness.ObjectiveWe aimed to perform a scoping review of the literature about dermatology SRCs across the United States.MethodsWe conducted systematic literature searches of Ovid MEDLINE, Ovid Embase, and Scopus on March 1, 2023, and June 19, 2024. No date, language, or paper-type restrictions were included in the search strategy. A total of 229 references were uploaded to Covidence for screening by 2 independent reviewers (SK and LL), and 23 full-text documents were assessed for eligibility. After an additional 8 documents were identified through a gray literature search, a total of 31 studies were included in the final analysis. Inclusion criteria were as follows: (1) studies set in an SRC, which was operationally led by medical students and could render condition-relevant treatments to patients, with dermatology care; (2) published in English; (3) within the United States; (4) included characterization of any of the following: logistics, care, patients, or design; and (5) included all study or document types, including gray literature that was not peer reviewed (eg, conference abstracts, preprints, and letters to the editor). Exclusion criteria were (1) papers not published in English and (2) those with duplicated data or that were limited in scope or not generalizable. Data were extracted qualitatively using Microsoft Excel to categorize the studies by several domains, including clinic location, demographics, services offered, and barriers to care.ResultsThere are at least 19 dermatology SRCs across the United States. The most common conditions encountered included atopic dermatitis; acne; fungal infections; benign nevi; psoriasis; and neoplasms, such as basal cell carcinoma, squamous cell carcinoma, and melanoma. Key facilitators for the clinics included faculty oversight, attending physician participation for biopsy histopathology, and dedicated program coordinators. Major barriers included lack of follow-up, medication nonadherence, and patient no-shows.ConclusionsDermatology SRCs serve a diverse patient population, many of whom are underrepresented in traditional dermatology settings. This scoping review provides insights to help build stronger program foundations that better address community dermatologic health needs.

Project description:IntroductionHistorically, dissection is considered the 'gold standard' for teaching foundational anatomy to student occupational therapists. However, many programmes no longer have access to gross anatomy laboratory resources, as it is considered too costly. To address this limitation, applied anatomy instructors have developed innovative novel approaches to teach gross and applied anatomy to student occupational therapists, including live/surface anatomy, medical imaging, and more recently, computer-aided instruction. The types of different anatomy pedagogical approaches used and their impact on learning outcomes in occupational therapy education are unclear. The purpose of this scoping review is to map the types of musculoskeletal gross and applied anatomy pedagogical approaches used in occupational therapy curricula.Methods and analysisUsing Arksey and O'Malley's (2005) six-stage scoping review framework, approximately 304 different search combinations will be searched across five electronic library databases (ie, MEDLINE, Embase, CINAHL, AMED and ERIC) from their inception to December 2021, in addition to conducting consultation exercises with relevant stakeholders. After title/abstract and full-text screening, included articles will be charted, collated and summarised.Ethics and disseminationThis study will not involve human or animal subjects. Therefore, research ethics approval is not required. The proposed scoping review will help the research, institutional and clinical rehabilitation communities to better understand the types of musculoskeletal gross and applied anatomy pedagogical approaches used to foster, build and promote musculoskeletal foundational knowledge in occupational therapy education. This could potentially inform the future physical medicine course curricula in occupational therapy programmes. The findings of this review will be disseminated to occupational therapy instructors, occupational therapists, researchers and organisations offering occupational therapy programmes (eg, Universities).

Project description:BackgroundInterprofessional education (IPE) is defined as students from two or more professions learning together to collaborate and advance health outcomes and is a required component of osteopathic medical education. Factors that influence osteopathic medical students' (OMS) interprofessional attitudes are currently unknown. This study sought to examine differences in interprofessional attitudes after completing an IPE didactic curriculum and identify specific student or curricular factors correlated with higher interprofessional attitudes.MethodsThis study utilized a two-phase longitudinal approach. During phase one, a pre/post survey was disseminated to OMS before and after exposure to a standardized IPE didactic curriculum. The survey collected demographic information, previous interprofessional exposures, and baseline interprofessional attitudes using the Interprofessional Attitudes Scale (IPAS). A Wilcoxon signed rank test was used to assess differences in pre/post IPAS scores. For phase two of the study, the survey was additionally disseminated to second, third-, and fourth-year OMS at the end of each academic year to identify student factors associated with higher interprofessional attitudes, including specialty interest and type of core rotation site for third year clinical clerkships and analyzed using a Kruskal Wallis test.ResultsOver two years, 628 OMS responded to the survey, with 585 providing sufficient information to calculate IPAS scores. Of these 585, responses were from 267 first, 133 second, 84 third, and 65 fourth year students (36 missing). For phase one, 74 of the 267 survey responders completed both the pre and post survey. There was no significant change in IPAS scores following participation in the IPE curriculum (mean change ± standard deviation - 2.22 ± 8.89; p = 0.13). For phase two, an overall decline in interprofessional attitudes was observed as students progressed through each year of academic training. Factors associated with statistically higher IPAS scores (p < 0.05) included age of 18-25, earlier point in academic curriculum (first year student) and completing clerkships at a non-academic core rotation site.ConclusionsDespite curricular programming aimed at enhancing interprofessional competencies, it appears non-curricular factors may play a role in interprofessional attitudes. Examination of additional student factors and enhancement of longitudinal IPE programming across all four medical curricular years should be considered.

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A scoping review of undergraduate anatomy and physiology education: approaches to evaluating student outcomes in the United States.

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A scoping review of undergraduate anatomy and physiology education: approaches to evaluating student outcomes in the United States.

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