Browse
Submit Data
Databases
API
Help

Dataset Information

0 Views

0 Connections

0 Citations

0 Reanalyses

0 Downloads

Omics score: 0

Student Perceptions of the Use of Case-Based Cadaver Dissections in Doctorate of Physical Therapy Program.

ABSTRACT: Case-based cadaver dissection offers students unique opportunities to blend traditional anatomic knowledge acquisition with clinical reasoning. Twelve physical therapy students completed surveys centered on case-based dissections. Case-based cadaver dissections were defined in this study as multiple clinical vignettes that required students to use the accessible cadavers to solve clinically based problems. The results of the study provide preliminary evidence that students perceive case-based cadaver dissections as beneficial to their anatomy education and beneficial to the development of their clinical reasoning skills.

Supplementary information

The online version contains supplementary material available at 10.1007/s40670-022-01540-x.

SUBMITTER: Condo M

PROVIDER: S-EPMC9270514 | biostudies-literature | 2022 Jun

REPOSITORIES: biostudies-literature

ACCESS DATA

Json Xml

Publications

Student Perceptions of the Use of Case-Based Cadaver Dissections in Doctorate of Physical Therapy Program.

Condo Matthew M Justice Blake B

Medical science educator 20220506 3

Case-based cadaver dissection offers students unique opportunities to blend traditional anatomic knowledge acquisition with clinical reasoning. Twelve physical therapy students completed surveys centered on case-based dissections. Case-based cadaver dissections were defined in this study as multiple clinical vignettes that required students to use the accessible cadavers to solve clinically based problems. The results of the study provide preliminary evidence that students perceive case-based ca ...[more]

PMID: 35818608

Similar Datasets

Attitudes toward Master's and Clinical Doctorate Degrees in Physical Therapy.

Project description:UnlabelledPurpose : To examine the attitudes of a self-selected sample of Canadian physical therapists toward the transition from bachelor's to master's degrees and the implementation of clinical doctorate degrees in physical therapy (PT). Methods : A cross-sectional survey was conducted using a modified Dillman tailored approach. All eligible members of the Canadian Physiotherapy Association (CPA) were invited to participate.ResultsOf 1,397 Canadian physical therapists who responded to the survey, 45% favoured the transition from bachelor's to master's degrees, 21% did not, and 34% were neutral; 27% favoured a transition from a master's to a doctoral degree for entry into practice in PT, 53% did not favour this transition, and 20% were neutral. Finally, 56% favoured the implementation of a post-professional clinical doctorate (PPCD) in PT, 23% did not, and 21% were neutral.ConclusionsOverall, a self-selected sample of Canadian physical therapists supported the future implementation of a post-professional clinical doctorate degree in PT but did not support an entry-to-practice doctoral degree. However, these results must be interpreted with caution because of the study's small sample size.

| S-EPMC4403368 | biostudies-literature

Building a strong foundation: How pre-doctorate experience shapes doctoral student outcomes.

Project description:The effectiveness of doctoral programs has been a major topic of interest for national policies, universities, and researchers for decades now. However, studies that try to identify factors associated with doctoral students' success usually focus on characteristics measured during doctoral training, while the role of pre-doctorate characteristics remains underexplored. This research aims to fill this gap by examining whether and how various aspects of pre-doctorate experience-academic achievements, research experience related and unrelated to the dissertation topic, and teaching experience-contribute to the successful defense of the doctoral dissertation. Using data from a survey of the Russian doctoral programs' graduates (N = 985) and regression analysis, we show that research experience related to the dissertation topic is the only pre-doctorate characteristic associated with the successful defense of the dissertation. At the same time, the effect of this type of research experience vanishes when controlling for support from the supervisor and department that students receive during their training. The results of the study can be used for designing criteria for doctoral students' admission campaigns and introduction of integrated, or fast-track, doctoral programs, as well as to broaden our understanding of the relative importance of environmental vs. individual factors of doctoral students' outcomes.

| S-EPMC10490895 | biostudies-literature

Medical Student Bridge Program Case: Mary Beth Chrispy.

Project description:IntroductionMany colleges and medical schools are incorporating boot camps and transition programs for students prior to their first year of medical school. In these prematriculation programs, students are given early introductions to teaching modalities and study strategies. This resource provides a realistic case scenario that introduces students to the basic case format while guiding them through the thought process needed to work through a case. Additionally, it provides students with small-group skills that will be beneficial when working through cases in the first and second years of medical school.MethodsThe case features Mary Beth Chrispy, a 25-year-old second-year medical student who visits her primary care physician with complaints of fatigue and difficulty with focusing on her studies. Presenting questions throughout the case help guide students in making necessary connections and allow the facilitator to lead the students through each section of the case. There is no prereading to be done before the first meeting of the case. Students need to be willing to participate in the motions of the case so that they are prepared for their actual casework in the first year of medical school.ResultsSix questions pertaining to the case were placed on a self-assessment, and the students' ability to answer the questions, based on their work throughout the week, was measured. On five out of six questions, 94.4% of students (N = 19) answered correctly. On the remaining question, 100% of the students were able to answer correctly. We concluded that the activity met our learning objectives.DiscussionInstitutions that would like to include this case in their own prematriculation programs may want to utilize a standardized patient during its introductory clinical encounter.

| S-EPMC6464427 | biostudies-literature

Physical therapy students' perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument.

Project description:PurposeThe objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI).MethodsThe TBL-SAI was administered to 85 doctor of physical therapy (DPT) students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: students' perceptions of accountability, preference for lecture or TBL, and student satisfaction.ResultsThe means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5).ConclusionThe physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

| S-EPMC3977364 | biostudies-literature

Effects of a before-school program on student physical activity levels.

Project description:Many children are not sufficiently physically active. This study uses a quasi-experimental design to evaluate whether participation in a before-school physical activity program called Build Our Kids' Success (BOKS) increases physical activity. Participants (n = 426) were students in Fall, 2016 enrolled in BOKS programming and matched non-BOKS control students from the same grades (Kindergarten-6) and schools in Massachusetts and Rhode Island. Analyses conducted in 2017 examined differences between children in BOKS versus controls in total daily steps, minutes of moderate-to-vigorous (MVPA), vigorous (VPA), and total physical activity (TPA) assessed via Fitbit Charge HR™ monitors. Additional analyses compared physical activity on program days and non-program days. Students (mean age = 8.6 y; 47% female, 58% White, Non-Hispanic) wore monitors an average of 21.7 h/day on 3.2 days during the school week. Compared with controls, on BOKS days, BOKS participants accumulated more steps (1147, 95% confidence interval (CI): 583-1712, P < 0.001), MVPA minutes (13.4, 95% CI: 6.6-20.3, P < 0.001), and VPA minutes (4.0, 95% CI: 1.2-6.7, P = 0.005). Across all school days, BOKS participants accumulated more total steps than controls (716, 95% CI: 228-1204, P = 0.004). Compared to days without BOKS programming, on BOKS days, BOKS participants accumulated more steps (1153; 95% CI: 841-1464, P < 0.001) and daily minutes of MVPA (8.8, 95% CI: 5.3-12.2, P < 0.001), VPA (3.0, 95% CI: 1.6-4.5, P < 0.001), and TPA (20.8, 95% CI: 13.6-28.1, P < 0.001). BOKS programming promotes engagement in additional accumulated steps during the school week and physical activity on days that students participate. Clinical Trial Registration: www.ClinicalTrials.gov, NCT03403816, available at: https://clinicaltrials.gov/ct2/show/NCT03403816?term=NCT03403816&rank=1.

| S-EPMC6656689 | biostudies-literature

Case study teaching method improves student performance and perceptions of learning gains.

Project description:Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

| S-EPMC4416499 | biostudies-literature

Physical therapy students' perceptions of the educational environment at physical therapy institutes in Pakistan.

Project description:This study assessed doctor of physical therapy (DPT) students' perceptions of the educational environment at public and private physical therapy institutes in Pakistan. This cross-sectional study was conducted at 6 physical therapy institutions in Punjab, Pakistan from April 2018 to December 2019. In total, 500 Dundee Ready Educational Environment Measure (DREEM) questionnaires were distributed among DPT students identified through convenience sampling (response rate, 86.4%). The correlations between each item of the DREEM score were analyzed. The mean overall DREEM score was 128±19.63 for all 5 subscales (range, 33 to 166; standard error of the mean, 0.954). The correlations of atmosphere, learning, and self-perception with the overall educational environment were r=0.896, r=0.853, and r=0.846, respectively. Student-centered approaches were found to be more effective than teacher-centered approaches for promoting a positive educational environment.

| S-EPMC7365996 | biostudies-literature

A comprehensive faculty, staff, and student training program enhances student perceptions of a course-based research experience at a two-year institution.

Project description:Early research experiences must be made available to all undergraduate students, including those at 2-yr institutions who account for nearly half of America's college students. We report on barriers unique to 2-yr institutions that preclude the success of an early course-based undergraduate research experience (CURE). Using a randomized study design, we evaluated a CURE in equivalent introductory biology courses at a 4-yr institution and a 2-yr institution within the same geographic region. We found that these student populations developed dramatically different impressions of the experience. Students at the 4-yr institution enjoyed the CURE significantly more than the traditional labs. However, students at the 2-yr institution enjoyed the traditional labs significantly more, even though the CURE successfully produced targeted learning gains. On the basis of course evaluations, we enhanced instructor, student, and support staff training and reevaluated this CURE at a different campus of the same 2-yr institution. This time, the students reported that they enjoyed the research experience significantly more than the traditional labs. We conclude that early research experiences can succeed at 2-yr institutions, provided that a comprehensive implementation strategy targeting instructor, student, and support staff training is in place.

| S-EPMC4255358 | biostudies-literature

The Use of Nerve Caps after Nerve Transection in Headache Surgery: Cadaver and Case Reports.

Project description:BackgroundNerve transection with nerve reconstruction is part of the treatment algorithm for patients with refractory pain after greater occipital nerve (GON) and lesser occipital nerve (LON) decompression or during primary decompression when severe nerve injury or neuroma formation is present. Importantly, the residual nerve stump is often best addressed via contemporary nerve reconstruction techniques to avoid recurrent pain. As a primary aim of this study, nerve capping is explored as a potential viable alternative that can be utilized in certain headache cases to mitigate pain.MethodsThe technical feasibility of nerve capping after GON/LON transection was evaluated in cadaver dissections and intraoperatively. Patient-reported outcomes in the 3- to 4-month period were compiled from clinic visits. At 1-year follow-up, subjective outcomes and Migraine Headache Index scores were tabulated.ResultsTwo patients underwent nerve capping as a treatment for headaches refractory to medical therapy and surgical decompressions with significant improvement to total resolution of pain without postoperative complications. These improvements on pain frequency, intensity, and duration remained stable at a 1-year time point (Migraine Headache Index score reductions of -180 to -205).ConclusionsSurgeons should be equipped to address the proximal nerve stump to prevent neuroma and neuropathic pain recurrence. Next to known contemporary nerve reconstruction techniques such as targeted muscle reinnervation/regenerative peripheral nerve interface and relocation nerve grafting, nerve capping is another viable method for surgeons to address the proximal nerve stump in settings of GON and LON pain. This option exhibits short operative time, requires only limited dissection, and yields significant clinical improvement in pain symptoms.

| S-EPMC10473362 | biostudies-literature

The Undergraduate Research Student Self-Assessment (URSSA): Validation for Use in Program Evaluation.

Project description:This article examines the validity of the Undergraduate Research Student Self-Assessment (URSSA), a survey used to evaluate undergraduate research (UR) programs. The underlying structure of the survey was assessed with confirmatory factor analysis; also examined were correlations between different average scores, score reliability, and matches between numerical and textual item responses. The study found that four components of the survey represent separate but related constructs for cognitive skills and affective learning gains derived from the UR experience. Average scores from item blocks formed reliable but moderate to highly correlated composite measures. Additionally, some questions about student learning gains (meant to assess individual learning) correlated to ratings of satisfaction with external aspects of the research experience. The pattern of correlation among individual items suggests that items asking students to rate external aspects of their environment were more like satisfaction ratings than items that directly ask about student skills attainment. Finally, survey items asking about student aspirations to attend graduate school in science reflected inflated estimates of the proportions of students who had actually decided on graduate education after their UR experiences. Recommendations for revisions to the survey include clarified item wording and increasing discrimination between item blocks through reorganization.

| S-EPMC4710391 | biostudies-literature

OmicsDI is part of the ELIXIR infrastructure

OmicsDI is an Elixir interoperability service. Learn more ›

Tweets

OmicsDI Databases

PRIDE
PeptideAtlas
MassIVE
JPOST Repository
Physiome Model Repository

EGA
EVA
ENA
LINCS
PAXDB
Cell Collective

MetaboLights
Metabolomics Workbench
MetabolomeExpress
GNPS
BioModels
FAIRDOMHub

ArrayExpress
dbGaP
ExpressionAtlas
GEO
NODE

Information

Databases
Help
API
Contact us
Code on GitHub
Terms of use
Submit Data