BMJ Simulation and Technology Enhanced Learning | 2019
SC28\u2005‘Simdaver’ – A blended-learning programme using simulation-based education with cadaveric dissection to contextualise anatomy for first year medical students
Abstract
Background Cadaveric dissections are used to teach anatomy in the early phase of the undergraduate medical curriculum, while the learning of procedural skills is part of the later phase of the curriculum. However, the lack of clinical exposure in early phase, limits students’ ability to understand the significance of anatomical structures. Research has identified challenges in the delivery of anatomy teaching, with recommendations made to tailor learning to increase students’ preparedness to function effectively in a clinical role.1 Simulation-Based Education (SBE) may offer a solution in providing opportunities for early phase learners to perform procedural skills in a safe environment and apply anatomical knowledge in a clinical context. Summary of educational programme or project ‘Simdaver’– a 12-week Special Study Module (SSM) was designed by a team of simulationists, anatomists and doctors from ICAPSS. A blended-learning approach was employed which focused on contextualising what was being taught in anatomy by using SBE to teach core procedural skills. The teaching of each skill involved three elements: ‘Dissecting the Skill’: a brief lecture explained the relevant indications, complications and equipment considerations. Both prosection and dissection were used on a soft–fix cadaver to identify anatomical structures of significance. Students performed elements of the skill on the cadaver with equipment used in clinical practice. Technical skills practice: Repeated practice of the skill took place in the simulation laboratory where students applied their anatomical knowledge of structures to performing the learned core skills on a simulator. They received feedback on performance. Students completed an assessment, a written reflection and a post-SSM evaluation survey. Summary of results All students (n=6) agreed that their learning was greater with this blended-learning approach and that using simulation helped improve their understanding of anatomy. Students’ written reflections identified that the module helped provide insight into the clinical significance of anatomy and motivated them to learn. There was a demand for increased simulation in the early years of the undergraduate curriculum and awareness of the importance of a safe learning environment for both students and patients. Students also reflected that the module allowed them to build confidence and work on non-technical skills in a team-based setting. Discussion, conclusions and recommendations: SBE is an effective means of improving delivery of, and providing a clinical context to, cadaveric anatomy in undergraduate medicine. References Sbayeh, A., Qaedi Choo, M. A., Quane, K. A., Finucane, P., McGrath, D., O’Flynn, S., … O’Tuathaigh, C. M. Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators. Perspectives on medical education 2016.5(6), 338–346. doi:10.1007/s40037-016-0310-4