Evaluation of the views of family physicians on radiological anatomy course

Year 2024, Volume: 7 Issue: 6, 621 - 625, 27.10.2024

Gülüzar Gül , Ayla Tekin , Tuncay Çolak

https://doi.org/10.32322/jhsm.1540530

Abstract

Aims: The feedback obtained from surveys administered to healthcare professionals working as physicians, in addition to students, is highly valuable for improving anatomy education. In our study, we aimed to contribute to the enhancement of anatomy education in medical faculties by obtaining the opinions of family physicians regarding the radiological anatomy course.
Methods: In our study, the opinions of family physicians regarding the radiological anatomy course were obtained through a survey prepared by the researchers, consisting of 12 questions, and conducted on a voluntary basis. A total of 387 family physicians participated, with 50.4% (n=195) being female and 49.6% (n=192) male, who responded to the survey form sent to Kocaeli and İstanbul family physician associations via email accounts.
Results: Only 19.4% (n=75) of the family physicians who participated in our study had taken a radiological anatomy course during their undergraduate education, and they stated that besides its contribution to theoretical and practical courses before graduation, it was also beneficial in their postgraduate medical careers. Of those who had taken the radiological anatomy course during their undergraduate education, 94.7% (n=71) believed that this course should be included in medical school curricula, compared to 91.9% (n=284) of those who had not taken this course during their undergraduate education.
Conclusion: We believe that to improve and enhance anatomy education, and thus contribute to the development of more qualified physicians and their professional careers, the radiological anatomy course should be added to the curriculum of medical faculties.

Keywords

Family physicians, medical faculty, anatomy

Aile hekimlerinin radyolojik anatomi dersi hakkındaki görüşlerinin değerlendirilmesi

Abstract

Amaç: Anatomi eğitiminin iyileştirilmesi için öğrencilerin dışında hekim olarak çalışan kişilere uygulanan anket formlarından elde edilen geri bildirimlerde oldukça değerlidir. Çalışmamızda aile hekimlerinin radyolojik anatomi dersi hakkındaki fikirleri alınarak tıp fakültelerindeki anatomi eğitiminin geliştirilmesine katkıda bulunulması amaçlanmıştır.
Yöntemler: Çalışmamızda aile hekimlerinin radyolojik anatomi dersi hakkındaki görüşleri araştırmacılar tarafından hazırlanmış 12 sorudan oluşan ve gönüllülük esasına dayanarak yapılan anket ile elde edilmiştir. Kocaeli ve İstanbul aile hekimleri derneklerine e-posta hesapları aracılığıyla gönderilen anket formuna %50.4’ü (n =195) kadın, %49.6’sı (n =192) erkek olmak üzere toplamda 387 aile hekimi katılmıştır.
Bulgular: Çalışmamıza katılan aile hekimlerinin yalnızca %19.4’ü (n=75) lisans eğitiminde radyolojik anatomi dersini almış olup bu dersin öğrenciyken teorik ve pratik derslere olan katkısı dışında daha sonra hekimlik hayatlarında da faydası olduğunu belirtmişlerdir. Lisans eğitiminde radyolojik anatomi dersini alan aile hekimlerinin %94.7’si (n=71) ile lisans eğitiminde bu dersi almayanların %91.9’u (n=284) bu dersin tıp fakültesi müfredatında yer alması gerektiğini ifade etmiştir.
Sonuç: Anatomi eğitimini geliştirip daha kaliteli hale getirmek dolayısıyla ileride daha nitelikli hekimlerin yetişebilmesine ve mesleki hayatlarına katkıda bulunmak amacıyla radyolojik anatomi dersinin tıp fakültelerinin müfredatına eklenmesi gerektiğini düşünüyoruz.

Keywords

Aile hekimleri, tıp fakültesi, anatomi

References

• Benli AR, İnci H, Cebecik A, Sunay D. Türkiye’de tıp fakülteleri temel tıp bilimlerinin ders saatleri ve akademisyen sayılarının karşılaştırılması. TED. 2018;17(51):13-20. doi: 10.25282/ted. 327551
• Brooks WS, Woodley KT, Jackson JR, Hoesley CJ. Integration of gross anatomy in an organ system-based medical curriculum: strategies and challenges. Anat Sci Educ. 2015;8(3):266-274. doi: 10.1002/ase.1483
• Taner D. Fonksiyonel Anatomi. 11. Baskı. Ankara: HYB Basım; 2017.
• Torres A, Staśkiewicz GJ, Lisiecka J, et al. Bridging the gap between basic and clinical sciences: a description of a radiological anatomy course. Anat Sci Educ. 2016;9(3):295-303.
• Şahin Ç. Tıp fakültelerinde kadavra eksikliği ve üniversitelerin açtıkları kadavra alım ihaleleri üzerine bir değerlendirme. Hacettepe HFD. 2022;12(2):1998-2043.
• Pabst R, Westermann J, Lippert H. Integration of clinical problems in teaching gross anatomy: living anatomy, X-ray anatomy, patient presentations, and films depicting clinical problems. Anat Rec. 1986;215(1):92-94. doi:10.1002/ar.1092150114
• Aile hekimliği kanunu, 2021. Available from: https://www.mevzuat.gov.tr/anasayfaMevzuatFihristDetayIframe? MevzuatTur=1& MevzuatNo=5258&MevzuatTertip=5 (accessed on: 10 January, 2024).
• McCuskey RS, Carmichael SW, Kirch DG. The importance of anatomy in health professions education and the shortage of qualified educators. Acad Med. 2005;80(4):349-351. doi:10.1097/ 00001888-200504000-00008
• Turney BW. Anatomy in a modern medical curriculum. Ann R Coll Surg Engl. 2007;89(2):104-107. doi:10.1308/003588407X168244
• Estai M, Bunt S. Best teaching practices in anatomy education: a critical review. Ann Anat. 2016;208:151-157. doi:10.1016/j.aanat. 2016.02.010
• Yılmaz S, Susar H, Karaca İ, Yılmaz H, Nisari M, Ertekin T. Anatomi eğitimi üzerine araştırma görevlilerinin görüşleri. Bozok Tıp Derg. 2017;7(2):35-40.
• Hankin MH, Harmon DJ, Martindale JR, et al. Needs assessment of essential anatomy: The perspective of adult primary care resident physicians. Anat Sci Educ. 2023;16(3):504-520.
• Dietrich K, Hutchinson E, Lu MD. Advanced primary care orthopedics: bridging the gap in musculoskeletal education. Fam Med. 2020;52(6):444-447. doi:10.22454/FamMed.2020.362716
• Jeffrey DR, Goddard PR, Callaway MP, Greenwood R. Chest radiograph interpretation by medical students. Clin Radiol. 2003;58(6):478-481. doi:10.1016/s0009-9260(03)00113-2
• Gunderman RB, Wilson PK. Viewpoint: exploring the human interior: the roles of cadaver dissection and radiologic imaging in teaching anatomy. Acad Med. 2005;80(8):745-749. doi:10.1097/ 00001888-200508000-00008
• Rathan R, Hamdy H, Kassab SE, Salama MNF, Sreejith A, Gopakumar A. Implications of introducing case based radiological images in anatomy on teaching, learning and assessment of medical students: a mixed-methods study. BMC Med Educ. 2022;22(1):723. doi:10.1186/s12909-022-03784-y
• Rajprasath R, Kumar VD, Murugan M, Goriparthi BP, Devi R. Evaluating the effectiveness of integrating radiological and cross-sectional anatomy in first-year medical students-a randomized, crossover study. J Educ Health Promot. 2020;9:16.
• Murphy KP, Crush L, O’Malley E, et al. Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning. Insights Imag. 2014;5(5):629-634. doi:10.1007/s13244-014-0346-0
• Webb AL, Choi S. Interactive radiological anatomy eLearning solution for first year medical students: development, integration, and impact on learning. Anat Sci Educ. 2014;7(5):350-360. doi:10. 1002/ase.1428
• Lufler RS, Zumwalt AC, Romney CA, Hoagland TM. Incorporating radiology into medical gross anatomy: does the use of cadaver CT scans improve students’ academic performance in anatomy?. Anat Sci Educ. 2010;3(2):56-63. doi:10.1002/ase.141
• Torres A, Staśkiewicz GJ, Lisiecka J, et al. Bridging the gap between basic and clinical sciences: A description of a radiological anatomy course. Anat Sci Educ. 2016;9(3):295-303.
• Chang Chan AY, Cate OT, Custers EJFM, Leeuwen MSV, Bleys RLAW. Approaches of anatomy teaching for seriously resource-deprived countries: a literature review. Educ Health (Abingdon). 2019;32(2):62-74. doi:10.4103/efh. EfH_272_17
• Turamanlar O. Türkiye’de ilk kadavra temini ve disseksiyon çalışmaları ile günümüze yansımaları. BSJ Health Sci. 2024;7(1): 50-54. doi:10.19127/bshealthscience.1380512
• Sadeqi H, Valiani A, Avizhgan M, et al. The effect of teaching integrated course of physical examination and radiological anatomy in practical limb anatomy on medical students’ learning outcomes. BMC Med Educ. 2021;21(1):461. doi:10.1186/s12909-021-02898-z
• Pascual TN, Chhem R, Wang SC, Vujnovic S. Undergraduate radiology education in the era of dynamism in medical curriculum: an educational perspective. Eur J Radiol. 2011;78(3): 319-325. doi: 10.1016/j.ejrad.2010.08.039
• Camilo GB, Maciel SM, Camilo GCT, et al. Introducing medical students to radiological anatomy: the importance of experiential learning during the COVID-19 pandemic lockdowns. Anat Sci Educ. 2022;15(5):980-984. doi:10.1002/ase.2210
• Grignon B, Oldrini G, Walter F. Teaching medical anatomy: what is the role of imaging today?. Surg Radiol Anat. 2016;38(2):253-260. doi:10.1007/s00276-015-1548-y
• Nagaraj C, Yadurappa SB, Anantharaman LT, Ravindranath Y, Shankar N. Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students. Surg Radiol Anat. 2021;43(4):489-496. doi:10.1007/s00276-020-02572-x
• Akkoç RF, Aksu F, Kavaklı A, Ögetürk M. Klinisyenlerin gözüyle anatomi eğitimi: anket çalışması. Fırat Med J. 2021;26(4):234-238.
• Gülekon İN. Anatomi eğitiminde radyolojik ve klinik anatominin yeri: öğrenci görüşleri. Gazi Med J. 2017;28(3):179-183. doi:10.12996/gmj.2017.54