Pawlina, Wojciech

While small group learning and team‐based learning (TBL) have become widely accepted modalities in medical education, surprisingly little is known about how medical students interact between and within their learning teams and how dissection teams themselves interact with faculty or teaching assistants (TAs). This study sought to examine: (1) interactions between faculty/TAs and student teams; and (2) student table‐to‐table interactions taking place in the anatomy didactic block at Mayo Medical School. In addition, interactions between students in the same student team and overall team dynamics were examined by faculty. The purpose of this study is to understand dissection group dynamics and how these sets of interactions relate to student academic performance . The amount of time faculty/TAs spent with a group during each teaching session was recorded by students at the end of each session. The number of team‐to‐team interactions were also recorded. These values were then compared to student examination performance. Results from this study indicated that the individual time faculty/TAs spend with teams and the number of table‐to‐table interactions appeared to have no correlation with overall team academic performance. However, faculty assessment of interactions within student teams and overall team dynamics appears to be an accurate predictor of the team's overall academic performance, where groups with well‐defined leadership roles and strong cooperation between team members performed higher than those where this was not present . Support or Funding Information Mayo Clinic College of Medicine Department of Anatomy

Introduction: Today’s physicians must demonstrate both professionalism and leadership skills in order to succeed in largely team-based healthcare environments. The purpose of this study was to determine if professionalism attributes, leadership style, and leadership style adaptability are associated with academic performance among first-year students early in their medical curriculum. Materials and Methods: Students were divided into 4-member dissection groups for the duration of the Gross and Developmental Anatomy course. Leadership responsibility was randomly assigned to a team member on a rotating basis every 5 weeks. After each 5-week block, student performance was measured by written and practical examinations, and each student assessed their leader’s or their own professionalism attributes and leadership style using validated survey instruments. Results: Most students demonstrated either a “selling” only (57%) or “participating” only (30%) leadership style with low to moderate leadership adaptability. “Participating” and “delegating” leadership styles have the highest average group written exam scores (89.4%, P <0.008). “Telling” only or “selling” only leaders have the lowest average group exam scores (83.5%, P <0.001). “Selling” and “participating” leaders have significantly lower average group practical exam scores than other styles (81.5%, P <0.007). Positive associations were observed between the written and practical examination scores and the leader’s integrity (P = 0.003, P = 0.002) and responsibility (P <0.001 , P = 0.037). Conclusions: This study demonstrates that various situational leadership styles and aspects of professionalism are associated with written and practical examination scores in the Gross and Developmental Anatomy course. Furthermore, it demonstrates that first-year medical students are in need of leadership skill development. Key words: Basic science, Gross anatomy, Leadership style, Medical curriculum, Teamwork, Team-based learning

Introduction: Medical education is trending towards an outcome-based curriculum that prepares medical graduates to excel in a rapidly evolving, team-centred healthcare delivery system. The Mayo Medical School (MMS) has recently redesigned its curriculum to introduce early clinical relevance, optimise course integration, provide flexibility and promote active learning. This study aims to evaluate the role that curricular flexibility plays in students’ perceived learning, satisfaction and performance. Materials and Methods: First-year students completed a 5-point Likert scale survey regarding satisfaction with and perceived learning from various components of the flexible curriculum during 2 different academic blocks. Students’ academic performance was assessed by a National Board of Medical Examiners (NBME) Subject Examination after each block. Results: In comparing student-rated satisfaction and perceived learning from didactics versus other curricular components for Block 3 (Pathology and Immunology) and Block 5 (Gross Anatomy and Radiology), students rated didactics higher in all cases in which there was a statistically significant difference in the ratings. There was a statistically significant positive correlation between the amount learned and satisfaction for all curricular components with the exception of Block 5 independent study. During Block 3, only interest in the subject matter correlated positively with the NBME score, while during Block 5, only time spent in class correlated negatively with the NBME score. Conclusions: Although various components of the flexible curriculum do not appear to affect satisfaction and perceived learning, their potential influence on graduate outcomes, in terms of delivering healthcare providers who are patient-centred, creative thinkers and compassionate leaders should not be discounted. Key words: Curriculum reform, Medical curriculum, Outcomes-based education, Student satisfaction

Introduction: Changes in worldwide healthcare delivery require review of current medical school curricula structure to develop learning outcomes that ensures mastery of knowledge and clinical competency. In the last 3 years, Mayo Medical School implemented outcomes-based curriculum to encompass new graduate outcomes. Materials and Methods: Standard courses were replaced by 6-week clinically-integrated didactic blocks separated by student-self selected academic enrichment activities. Gross and microscopic anatomy was integrated with radiology and genetics respectively. Laboratory components include virtual microscopy and anatomical dissection. Students assigned to teams utilise computer portals to share learning experiences. High-resolution computed tomographic (CT) scans of cadavers prior to dissection were made available for correlative learning between the cadaveric material and radiologic images. Results: Students work in teams on assigned presentations that include histology, cell and molecular biology, genetics and genomic using the Nexus Portal, based on DrupalEd, to share their observations, reflections and dissection findings. Conclusions: New generation of medical students are clearly comfortable utilising web-based programmes that maximise their learning potential of conceptually difficult and labor intensive courses. Team-based learning approach emphasising the use of knowledge-sharing computer portals maximises opportunities for students to master their knowledge and improve cognitive skills to ensure clinical competency. Introduction: Changes in worldwide healthcare delivery require review of current medical school curricula structure to develop learning outcomes that ensures mastery of knowledge and clinical competency. In the last 3 years, Mayo Medical School implemented outcomes-based curriculum to encompass new graduate outcomes. Materials and Methods: Standard courses were replaced by 6-week clinically-integrated didactic blocks separated by student-self selected academic enrichment activities. Gross and microscopic anatomy was integrated with radiology and genetics respectively. Laboratory components include virtual microscopy and anatomical dissection. Students assigned to teams utilise computer portals to share learning experiences. High-resolution computed tomographic (CT) scans of cadavers prior to dissection were made available for correlative learning between the cadaveric material and radiologic images. Results: Students work in teams on assigned presentations that include histology, cell and molecular biology, genetics and genomic using the Nexus Portal, based on DrupalEd, to share their observations, reflections and dissection findings. Conclusions: New generation of medical students are clearly comfortable utilising web-based programmes that maximise their learning potential of conceptually difficult and labor intensive courses. Team-based learning approach emphasising the use of knowledge-sharing computer portals maximises opportunities for students to master their knowledge and improve cognitive skills to ensure clinical competency. Ann Acad Med Singapore 2008;37:998-1001 Key words: Clinical competency, E-learning, Educational strategies, Medical wikis, Outcomesbased curriculum, Team-based learning Key words: Clinical competency, E-learning, Educational strategies, Medical wikis, Outcomesbased curriculum, Team-based learning

AbstractThe Covid‐19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0). In this studio, anatomists are web‐performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but who also partner with actors, directors, web‐designers, computer engineers, information technologists, and visual artists to master online interactions and processes in order to optimize students' engagement and learning. This anatomy studio also offers students opportunities to create their own online content and thus reposition themselves digitally, a step into developing a new competency of stage presence within medical education. So restructured, Anatomy 3.0 will prepare students with the skills to navigate an emergent era of tele and digital medicine as well as help to foreshadow forthcoming changes in medical education.

Focus on residents' role in teaching and learning has become a topic of increasing interest underscored by the responsibility that physicians in training are given as facilitators of medical student rotations, supervisors of peers and patient educators. Studies demonstrate that more developed teaching skills are predictive of increased knowledge base and improved clinical skill. As a coveted competency, development of teaching skill has become an established milestone in residency programs and a requirement by regulatory agencies (ACGME, LCME) that training institutions provide more opportunities for formal Resident‐as‐Teacher programs (RAT). In keeping with the authentic learning curriculum, the Student‐as‐Teacher (SAT) program in the Department of Anatomy, Mayo Clinic offers a structured and formal near‐peer teaching opportunity to third year medical students for advancing teaching skills. The program selects an average of 5–6 applicants to participate in teaching a 7‐week Anatomy block for first year medical students in an apprenticeship‐based model that emphasizes (1) Teamwork, (2) Leadership, (3) Lifelong learning, (4) Communication, (5) Core Knowledge, and (6) Teaching Skills/Professional development through individualized mentoring, structured debriefing, and reflective diaries. The purpose of this study is to assess the effectiveness of the apprenticeship model by measuring changes in the targeted competencies in the context of teaching practice. Teaching assistants (TAs) were asked to reflect and evaluate their pre‐ and post‐teaching experience in SAT program on a visual analog scale (VAS). All 5 TAs voluntarily responded to the survey. De‐identified VAS ratings were converted into numerical data from 1 to 100. Most reported increase in perception was in the area of non‐technical skills development: providing feedback (59.7; P = 0.0009); understanding expectations and teaching skills required in medical education (39.7; P = 0.002); and understanding teamwork in teaching role (33.1; P = 0.025). Additionally, TAs appreciated increased acquisition of technical skills: knowledge in anatomy, embryology and radiology (31.4; P = 007). Thematic analysis of responses generated a list of themes which included “appreciation for learning of non‐technical skills” and “skills in providing feedback”. The role of basic science educators is extended through facilitation of future physician required competencies in early medical education. While improvement of anatomical knowledge is an obvious benefit to medical students, improvement of non‐technical skills is reinforced by opportunity of the near‐peer teaching experience. In a teaching role, non‐technical skills supported through the art of “learning by doing” provides senior medical students with an authentic experience and ability to turn the intangible into the tangible. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .

Objective The goal of this study was to determine the effectiveness of a video presentation to first‐year medical students in clarifying their professional roles in the anatomy laboratory. Methods At the Mayo Clinic in 2005, we created a 10‐minute video interview of a woman whose parents donated their bodies to the anatomy program. In the interview, she discussed the lives of her parents, their message for medical students, and medical students’ roles in professionalism and confidentiality. First‐year anatomy students viewed the video during the first week of their anatomy course and were surveyed using an 11‐point Likert scale to assess the impact of the video (0=strongly disagree, 10=strongly agree). Results Students generally agreed that the video helped them understand professionalism and, especially, confidentiality in the context of the gross anatomy laboratory. Students tended to agree, although slightly less strongly, that they gained a deeper respect for donors after watching the video. Many believed that potential donors would benefit from viewing the video presentation. Finally, most students strongly agreed that future medical students would benefit from watching the video interview. Conclusions The results support the hypothesis that the video presentation clarifies medical students’ professional roles in protecting the confidentiality and humanity of the donors. Students generally agreed that it is worth showing to future classes of medical students. Furthermore, the video may benefit those contemplating body donation.