ArticleBMC medical education2021
The effect of teaching integrated course of physical examination and radiological anatomy in practical limb anatomy on medical students' learning outcomes.
Article in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- A global overview of anatomical science education and its present and future role in biomedical curricula.Anatomical sciences education · 2026Review
- Technologies for Studying and Teaching Human Anatomy: Implications in Academic Education.Medical science educator · 2024Review
- Article
- A comparative study of the effects of multimedia training materials on mini CEX scores of internal medicine residents in Isfahan University of Medical Sciences.Journal of education and health promotion · 2022Article
- Virtual Reality-Integrated Immersion-Based Teaching to English Language Learning Outcome.Frontiers in psychology · 2021Article
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Authors and funding
7 authors.
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Abstract
backgroundIn the last few decades, the need to change the curriculum of basic medical science has been further emphasized. The purpose of this study was to evaluate the effects of teaching integrated course of physical examination and radiological anatomy in practical limb anatomy on medical students' learning outcomes.
methodsThis was an experimental study. Medical students (of the 4th semester of medical education) were divided into intervention and control groups. Related topics of physical examination and radiological anatomy were added to the practical limb anatomy courses of the intervention group. Practical knowledge of anatomy, clinical applications of anatomical knowledge, students 'satisfaction, and students' attitude toward the anatomy course were assessed at the end of the study. Knowledge retention was assessed three months after the semester.
resultsThe intervention group scored significantly higher mean scores in practical knowledge of anatomy test, clinical applications of anatomical knowledge test and knowledge retention test (P-value < 0.05). In evaluating students' satisfaction with the course, the intervention group was satisfied with the course and teacher performance and had appropriate attitude (Mean˃4, Max score = 5) towards the application of anatomy in medicine.
conclusionsThe findings of this study showed that teaching practical anatomy with a clinical integrated approach can improve the practical knowledge of anatomy, knowledge retention, and clinical applications of anatomical knowledge. In addition, an integrated approach was associated with greater student satisfaction and it makes students have appropriate attitude towards the application of anatomy in medicine.
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