Integrating Anatomical Education into a Residency Curriculum of a Surgical Specialty
Notice bibliographique
Résumé
Anatomy is a cornerstone of modern medical education yet there is a continuing trend toward decreasing the time devoted to cadaveric dissection during medical school. Has the decrease in its use negatively impacted student's anatomical foundation? This is an especially relevant question for postgraduate education in surgical specialties, where an understanding of the pertinent anatomy is vital. Medical students entering residency training in obstetrics and gynecology often do not have an adequate understanding of pelvic anatomy. In fact, the recent growth in professional development courses employing cadaveric dissections is a testament to practicing gynaecologists recognition of inadequate teaching of pelvic anatomy. Designing a program to address this knowledge deficit is a worthwhile aim, especially if it includes elements that will maximize the utility of anatomical knowledge in surgical practice. Learners need a three‐dimensional understanding of pelvic anatomy that is transferable to pelvic surgery. Such a program should have clinical correlations, and develop production sets that are foundational to gynaecologic procedures. Lastly, repetition is essential to knowledge retention. A multimodality approach to teaching surgical anatomy is the most practical means to achieve these pedagogical goals. Clay modeling is a three‐dimensional technique that serves as an adjunct to lectures to refresh anatomy knowledge in residents entering an Obstetrics and Gynaecology program. The objective of the clay‐modeling session is to allow residents to conceptualize and build the anatomic structures of the pelvis in 3 dimensions using pre‐cut clay structures and a bony pelvis. While the lectures and supplementary teaching methods, are useful to build on the foundation provided by the clay‐modeling lab, the value of cadaveric dissection cannot be overstated. For Gynaecology, both vaginal and laparoscopic cadaver labs should be included, and can be achieved in sequence on the same cadaver. Repetition is the key to sustaining long‐term learning. Perhaps the best way to achieve this is by creating a clinical learning environment that highlights the importance of anatomical considerations and creates opportunities for cognitive reinforcement. Ultimately, the most important approach is to define it as a core competency required for advancement, and to develop discriminating means to test for it. As postgraduate accreditation bodies increasingly adopt competency‐based curricula, the need for valid methods of assessing anatomical competency becomes more pressing.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».