The impact of a clinical anatomy training and research unit in graduate and postgraduate medical education

Objectives: Continuing medical education practices are activities that ensure the continuity of medical education. The aim of these activities is to improve the knowledge and skills of medical doctors for better health care for patients and community. The purpose of this study was to present the feedback received from the participants in the first clinical education and research unit in Turkey in workshops held between 2008–2020. Methods: Medical students, and specialist physicians in continuing medical education attended the workshops. Knee, shoulder and hip arthroscopical procedures, surgeries related with temporomandibular joint, peripheral nerve dissection, ear surgery, nail surgery and cadaver aesthetic application techniques were some of the organized courses. Feedbacks regarding the anatomy unit were received from the participants and instructors at the end of the courses, regarding the education period of 2008–2020. A total of 443 participants and 97 instructors filled the questionnaire. Results: 79.2% of the participants who filled out the questionnaire had very positive expectations prior to the course; the rate of expectations met was 97.4% at the end of the course. The ratio of satisfied participants was 88.3%. Among the instructors, the level of positive expectations prior to the training was 83.5%, and the rate of expectations met was 97.5% following the end of the course. The rate of satisfaction from the quality of the training was 91.8%. Conclusion: The Clinical Anatomy Training and Research Unit in Akdeniz University School of Medicine was assessed as of highly beneficial for both undergraduate medical students and specialist physicians in continuing medical education. The majority of the participants were satisfied with the applications, quality of training, and available resources.

___

1. Davis N, Davis D, Bloch R. Continuing medical education: AMEE Education Guide No 35. Med Teach 2008;30:652–66.

2. Tian J, Atkinson NL, Portnoy B, Gold RS. A systematic review of evaluation in formal continuing medical education. J Contin Educ Health Prof 2007;27:16–27.

3. Holland JP, Waugh L, Horgan A, Paleri V, Deehan DJ. Cadaveric hands-on training for surgical specialties: is this back to the future for surgical skills development? J Surg Educ 2011;68:110–6.

4. Rainsbury RM. Supporting modern postgraduate surgical training programmes in the UK through greater use of cadaveric material. European Journal of Anatomy 2007;11(S1):105–9.

5. Standring S. New focus on anatomy for surgical trainees. ANZ J Surg 2009;79:114–7.

6. Unalan PC, Akan K, Orhun HD, Akgun U, Poyanli O, Baykan A, Yavuz Y, Beyzadeoglu T, Nuran R, Kocaoglu B, Topsakal N, Akman M, Karahan M. A basic arthroscopy course based on motor skill training. Knee Surg Sports Traumatol Arthrosc 2010;18:1395–9.

7. Ruiz-Tovar J, Prieto-Nieto I, Garcia-Olmo D, Clasca F, Enriquez P, Villalonga R, Zubiaga L. Training courses in laparoscopic bariatric surgery on cadaver thiel: results of a satisfaction survey on students and professors. Obes Surg 2019;29:3465–70.

8. Sañudo J, Vazquez T, Maranillo E, Mirapeix R, RodriguezNiedenführ M, Mompeo B, Marco F, Arráez-Aybar LA. The participation of anatomy departments in the continuing professional development of surgeons. European Journal of Anatomy 2007;11(S1): 111–9.

9. Blaschko SD, Brooks HMS, Dhuy M, Charest-Shell C, Clayman RV, McDougall EM. Coordinated multiple cadaver use for minimally invasive surgical training. JSLS 2007;11:403–7.

10. Abela J. Adult learning theories and medical education: a review. Malta Medical Journal 2009;21:11–8.

11. Cundiff GW, Weidner AC, Visco AG. Effectiveness of laparoscopic cadaveric dissection in enhancing resident comprehension of pelvic anatomy. J Am Coll Surg 2001;192:492–7.

12. Katz R, Hoznek A, Antiphon P, Van Velthoven R, Delmas V, Abbou CC. Cadaveric versus porcine models in urological laparoscopic training. Urol Int 2003;71:310–5.

13. McLachlan JC. New path for teaching anatomy: living anatomy and medical imaging vs. dissection. Anat Rec B New Anat 2004;281:4–5.

14. Greene JR. Effects of detailed information about dissection on intentions to bequeath bodies for use in teaching and research. J Anat 2003; 202:475–7.