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Effectiveness of teaching facial anatomy through cadaver dissection on aesthetic physicians' knowledge.

ABSTRACT: BACKGROUND:Cadaver dissection for anatomy training provides an opportunity to understand the precise nature of human tissues with their clinical and structural relationships. This study assessed the effectiveness of this practical educational intervention for teaching applied facial anatomy on the knowledge and confidence of aesthetic physicians. METHODS AND MATERIALS:A total of 168 aesthetic physicians underwent facial applied anatomy training for 2 days at The Academia, Singapore. The 2-day course encompassed detailed facial anatomy of neurovasculature, fat compartments, ligaments, and muscles followed by simulated practice of safer injection techniques. To enable quality interaction between the participants and the faculties, the delegates were divided into four groups. Academic impact of the program was evaluated by a pre-course and post-course multiple choice question (MCQ) test. Participants, also completed a paper-based feedback on their knowledge, skills, and confidence in performing nonsurgical facial aesthetic procedures. Different sets of MCQs were utilized for pre-course post-course test to avoid any recall bias. RESULTS:All 168 participants completed the test and were included in the analysis. Mean pre-course and post-course test scores were 4.8 (standard deviation [SD] 1.9) and 7.6 (SD 1.7), respectively (p<0.001 vs pre-course test). All the four groups showed improvement in their facial anatomy knowledge based on the comparison of pre-course and post-course test results (p<0.001). The average post-course test score in all the groups from baseline significantly improved. However, there was no statistical difference in pre-course and post-course test evaluation between the groups (p=0.32). CONCLUSION:Our results showed that cadaver anatomy training improved applied facial anatomy knowledge for most of the aesthetic practitioners, which may enhance their confidence in performing nonsurgical facial aesthetic procedures.

SUBMITTER: Kumar N

PROVIDER: S-EPMC5522661 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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Effectiveness of teaching facial anatomy through cadaver dissection on aesthetic physicians' knowledge.

Kumar Narendra N Rahman Eqram E

Advances in medical education and practice 20170717

<h4>Background</h4>Cadaver dissection for anatomy training provides an opportunity to understand the precise nature of human tissues with their clinical and structural relationships. This study assessed the effectiveness of this practical educational intervention for teaching applied facial anatomy on the knowledge and confidence of aesthetic physicians.<h4>Methods and materials</h4>A total of 168 aesthetic physicians underwent facial applied anatomy training for 2 days at The Academia, Singapor ...[more]

PMID: 28761386

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Project description:Background: The prevalence of overweight and obesity continues to rise and is associated with increased morbidity and mortality. Weight bias is common among physicians and medical students and limits the therapeutic alliance between providers and patients with overweight and obesity.Objective: The authors sought to explore the relationship between the gross anatomy course and medical student attitudes towards weight and obesity.Design: The authors employed a mixed-methods approach consisting of semi-structured interviews and anonymous web-based surveys of first-year medical students taking gross anatomy at one USA medical school. They analyzed transcripts of interviews and free-text survey responses using a grounded theory approach and performed tests of association to investigate the relationship between demographic information, responses to multiple-choice survey questions and weight bias.Results: A total of 319 (52%) first-year medical students (2015-2018) completed the survey and 33 participated in interviews. Of survey respondents, 71 (22%) responded that the course had changed how they felt about people with overweight/obesity. These respondents were also more likely to affirm that the course had affected their views toward their own bodies (p < 0.001). Qualitative data analysis identified three overarching themes within students' descriptions of the effects of the gross anatomy lab on attitudes toward bodies perceived to have excess weight: these bodies were described as 1) difficult, 2) unhealthy, and 3) evoking disgust. Students extrapolated from their experiences with cadavers to imagined interactions with future patients, relying heavily on the narrative of the difficult patient.Conclusions: At one USA medical school, students perceived their experiences in gross anatomy as shaping their attitudes toward individuals with overweight or obesity. Efforts to reduce medical student weight bias ought to target this previously unexplored potential site of weight bias.

Project description:Medical institutions have been forced to modify gross anatomy pedagogy to comply with the health restrictions imposed by the novel coronavirus (COVID-19). Boston University School of Medicine (BUSM) is one such institution that temporarily restructured its course. We replaced cadaveric dissection activities with prosections and placed a greater emphasis on a flipped classroom model. This study investigates the effectiveness of new course materials developed to aid these curriculum changes. Course materials were developed for three purposes: (1) preparation before laboratory sessions (orientation videos and Complete Anatomy (3D4Medical, Elsevier) screens); (2) guidance during laboratory sessions (laboratory guides); and (3) review after laboratory sessions (Zoom recitation sessions). We performed a grounded theory thematic analysis of students' responses (80/160, 50% response) to qualitative survey questions and to focus group questions (16 students who self-selected between 4 different sessions). Data from both the survey and focus groups demonstrated that the vast majority of students agreed that the materials helped them navigate through learning gross anatomy. However, laboratory guides were used mostly for post-lab review as opposed to the intended direction during laboratory sessions. Students within all focus groups overwhelmingly touted the value of Zoom recitation sessions, with many stating that they were imperative to course success. When comparing performance data between 2019 (pre-COVID) and 2020 students, we found that the students who took the anatomy course during the onset of COVID had a slightly higher overall average score in all three modules of the course than compared to the 2019 students. We propose that the utilization of course materials that students perceived as time saving and pertinent to their exam performance, when combined with cadaveric prosection, emphasized the benefits of flipped-classroom learning to help students learn gross anatomy effectively and efficiently during the pandemic and beyond.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-022-01524-x.

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Effectiveness of teaching facial anatomy through cadaver dissection on aesthetic physicians' knowledge.

Publications

Effectiveness of teaching facial anatomy through cadaver dissection on aesthetic physicians' knowledge.

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