Hassinger, James Peyton

The increasing dependence on radiologic diagnostic modalities in clinical practice has necessitated innovative teaching methods that introduce radiology into early medical curriculum. At Mayo Medical School cadaveric CT images are integrated into the first year gross anatomy course. Using post‐preservation, non‐contrast full body CT scans of their cadavers, medical students are able to correlate radiologic images to their dissection specimen. The AquariusNET thin client software used to view the images provides students numerous options for image manipulation including standard and oblique sagittal and coronal images and three‐dimensional renderings. Students are requested to record interesting findings from the imaging studies as part of an autopsy report. They are also provided with daily radiology learning objectives that require them to visualize specific anatomic structures. At the end of the course, students were comfortable accessing the cadaver CT data, correlating gross and CT anatomy and appreciating relationships of anatomic structures. They enjoyed interactions with radiology faculty and were more prepared to evaluate radiologic examinations. Grant Funding Source : Department of Anatomy

Given curricular time constraints, the complex relationships of pelvic viscera can be difficult for students to master. We developed an interactive 3‐dimensional virtual pelvic model using high‐resolution 3‐Telsa magnetic resonance and 64‐slice computed tomographic datasets of a healthy male. The aim of this study was to determine if use of this curricular adjunct was associated with improved comprehension of pelvic anatomy as measured by a 33 item test. The software was distributed to 47 first year medical students during their 3‐day pelvic anatomy curriculum. Forty students (85%) completed the test. Students used the software for a median of 15 (interquartile range [IQR] 10 – 22) minutes; total minutes studying pelvic anatomy was 240 (IQR 125 – 525) minutes. Minutes of software use was strongly associated with the total study time (p<0.0001). On univariate analysis, pelvic anatomy test scores were associated with both minutes of software use (p=0.05) and total study time (p=0.04). On multivariate analysis both software use (p=0.12) and total study time (p=0.08) trended towards significant association with test scores. Most students used the software alongside books to aid in initial spatial orientation to the pelvis. Virtual anatomy software can be a valuable, effective adjunct to traditional anatomy education. Source of funding: Mayo Foundation for Medical Education and Research. Grant Funding Source : Source of funding: Mayo Foundation for Medical Education and Research.

Teaching assistants (TA's) are an important resource in facilitation of 1st year courses at Mayo Medical School. Formal student teaching positions are available to 3rd students seeking opportunities to develop and refine peer teaching skills. While the Gross Anatomy course has traditionally utilized TA's as peer teachers the role of the TA has not been formally defined. Student evaluations as well as structured faculty and TA interviews were used to quantitatively assess how well TAs perceived their achievement of those goals compared to student and faculty perception. Expectations of TA's role include peer teaching through formal delivery of briefing sessions, group supervision during laboratory sessions, preparation of prosections, organization of review and informal practical examination sessions. TA's may extend their interaction with students through tutoring and participate in medical education‐based research projects. Furthermore, TA's are role players in assessment of student course performance. TA perception of their ability to meet expectations matched faculty and student perceptions. Student evaluations showed TA's to be one of the most highly rated resources in their teaching and learning and valued TA's for their capacity to relate to them, provide hands‐on clinical applications for basic science concepts, emotional support, time commitment to tutoring and assistance in the laboratory. Grant Funding Source : Mayo Medical School