7 iomc2013 ppt dksn final

7th International Online Medical Conference (IOMC 2013)
www.iomcworld.com/conference/ (May 24-26, 2013)
7th International Online Medical Conference
IOMC 2013
www.iomcworld.com/conference/
Daw Khin Saw Naing , Tin Tin Myint , Aye Mya Thidar, Zainal Ariffin Mustapha
& Kyaw Min
School of Medicine, Universiti Malaysia Sabah, Jalan UMS,
88400 Kota Kinabalu,Sabah, Malaysia

 A medical curriculum would not be complete without its
Anatomical component.
 The medical and health practitioners of the new
millennium are greatly indebted to the efforts made by
the pioneers.
• Source : Theatrum Anatomicum
2
Source: www.livius.org
Source : www.livius.com

 The technological advances in the twentieth century
have allowed scientists to look inside the human body
without performing dissections or to conduct an ante-
mortem study even without performing surgery. 3
 Along with this technological evolution in the study of
Human Anatomy, progressive attempts had been made
by the medical educators to teach Anatomy without the
use of human cadavers. 4
3
Source : www.cedars.sinai.com

 The study of the structure of nervous system, the human
neuroanatomy, is crucial to the medical students as well
as to the students of all allied health professions.
 Even with the use of human cadavers, it is difficult for the
students to visualize and comprehend the components
and structural relations of the brain and spinal cord.
 In neuroanatomy teaching, the tracts in motor and
somato-sensory systems are the most complicated
areas which need simplification for better understanding
and memorization.
 The illustrations in textbooks would not allow students to
get an imaginary 3D (three dimensional) view of the
related structures without referring to the cadavers.
4

 Students’ preference for teaching methods (in
descending order) was
Cadaveric dissection by students,
Prosected specimens,
living anatomy together with radiological anatomy,
computer-aided learning (CAL),
didactic lectures and
the use of models. 5
 application of those commercial materials in day-to-day
teaching of Anatomy was rather limited due to the cost
implications and the materials’ limited relevance to
the intended learning outcomes
5

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• The Medical School (SPU) of University Malaysia Sabah (UMS), is a
training hub for students coming from all over Malaysia with a
diversity of backgrounds and learning styles.
• The school is striving for excellence through innovative ways of
imparting knowledge and experiences.
• A special study module in Anatomy focuses on student-creative
models as they are said to be effective in aiding anatomy teaching
among medical students6
• The faculty members also exert special efforts on creation of teacher
made models for all relevant curricular activities.

 The pyramidal motor system controls all of our
voluntary movements that proper understanding of
its pathway is vital for medical students to be able to
transfer this knowledge to real life clinical settings.
 This project was part of an effort to improve the
students’understanding of the complex structure
and pathways of the pyramidal motor system.
 This project aimed at determining the effectiveness
of teacher-made educational model
 3D interactive model together with
 computer aided animation
in enhancing medical students’learning of
pyramidal motor system.
77

 A Post-Test Control Comparison design was used.
 87 students from Year 1 medical doctor course were divided randomly
into
 Test group ( 44 students) &
 Control group (43 students)
 An innovative educational aid (three dimensional model and a computer
aided animation of pyramidal pathways) was developed and used as a
teaching aid for students in “Test” group.
 All students were exposed to routine didactic lecture on pyramidal tract
prior to this educational study.
88

Educational aid 1:
Three dimensional model
Educational aid 2:
Computer Animation
9

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The Year 1 medical students in small groups had
 Conventional lecture on pyramidal motor system
 Pre-test with MCQ of True False type covering 30 items on
pyramidal motor system
 Small Group Discussion (SGD) session on pyramidal motor system
 Both groups were provided with trigger questions and reference
materials as in routine SGDs
 43 students in the control group conducted SGD conventionally.
 44 students in test group used the Pyrimidal corticospinal tract
educational aid (both the model and computer animation) during
their small group discussion time.
Both conventional & model aided SGDs were conducted
simultaneously
 At the end of SGD time, the students took the post-test questions
 Again after ONE month, the students took the post-test questions
 Three students from the test group and two from the control group did not take that repeat test.

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 This innovative learning aid developed by the teachers had made
significant effect on medical students’learning of pyramidal motor
system.
 Since the earliest times of medical education, a variety of learning
aids has been developed, tested and updated to enhance medical
students’learning.
 Though learning is individual, the learning aids help to stimulate
student’s interest and extend the learners’attention span.
 In addition the learning aids are useful to assist students in the
comprehension and visualization of the complex structures and
functions.
 E. Rathenberg has pointed out that teaching aids can make teaching
interesting by reproducing reality in situations where the exposure to
actual reality is not possible or still premature.9
13

 Developing a model is the first step in simulating the whole real-world
process.10
 Physical simulation refers to simulation in which physical objects are
substituted for the real thing.11
 One can model a real world environment in a simplistic way so as to
help a learner develop an understanding of the key concepts.10,11
 Models also assist the student to grasp the nomenclature and to
describe the physical findings.
 Findings of this study support the claim made by Trung Q Tran et al
that teacher made models appeared to be an effective alternative to
costly commercial models for medical students.12
 The most common used models are the static ones, which help the
student to acquire spatial awareness and to understand the
construction of the organ or the structure.
 The current attempt was to introduce interactive learning process by
creating an active model and animation so as to stimulate students’
interest.
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 The educational aids developed by the teachers had significantly
increased the academic achievements, either immediate or remote.
 It helped the students to visualize how the nerve impulses were
transmitted from motor area of the cerebral hemisphere to the
skeletal muscles through the different levels of the brain and spinal
cord.
 This study was done on Year 1 medical students who had little
or no experience in clinical setting.
 In spite of that, the model and animation helped the students in
explaining the potential consequences of a lesion severing the
neural pathways at specific levels in the central nervous
system.
 Thus the medical schools should promote the innovation and
utilization of teacher-made educational models to enhance their
students’learning of complex issues.
15

1. US NLM, History of Medicine, Introduction: Dream Anatomy, National Library of Medicine, National Institute of Health.
https://www.nlm.nih.gov/dreamanatomy/da_timeline_anatomy.html, accessed at 1000hrs 18052013
2. Robert Carola, John P. Harley & Charles R. Noback. Human Anatomy & Physiology, A Short History of Human Anatomy,
McGRAW-Hill Press , Jan 1992, 2 (1): 37-39
3. Andreasen NC, Cizadlo T, Harris G, Swayze VW, O’Leary DS, Cohen G, Ehrhardt J, Yuh WT: Voxel processing techniques for the
antemortem study of neuroanatomy and neuropathology using magnetic resonance imaging. Journal of Neuropsychiatry and
Clinical Neurosciences 1993; 5: 121-130
4. McLachlan JC, Bligh J, Bradley P, Searle J. Teaching anatomy without cadavers, Journal of Medical Education. 2004
Apr;38(4):418-24.
5. Patel KM, Moxham BJ. Attitudes of professional anatomists to curricular change. Clinical Anatomy 2006: 19:132-41. Comment in:
Clin Anat 2006; 19:778-81; author reply 782-3.
6. Johanna S. et al. Relationship of creative projects in anatomy to medical student professionalism, test performance and stress: an
exploratory study. Leonard BMC Medical Education 2009, 9:65 (3 November 2009)
7. Keith L. Moore, 2006. Brain: parts of the Brain. Chapter 7: Head. Clinically oriented Anatomy. 6th edition. Lippincott Williams
Wilkins. 921-923
8. Richard S.Snell, 2006. Cerebrum, Midbrain. Chapter 12: Head and Neck; Clinical Neuroanatomy. 6th.edition. Lippincott Williams
Wilkins.701-704
9. E. Rathenberg & A Mielck.(1992) Teaching aids used in professional education. How Does One Develop Teaching Aids for
Professional Education? DSE (Deutsche Stiftung für internationale Entwicklung) http://www.giz.de/Themen/en/dokumente/en-
pedagogy-how-does-one-develop-teaching-aids.pdf accessed at 2200hrs 18052013
10. S. Hartmann (1996). The World as a Process: Simulations in the Natural and Social Sciences. In R. Hegselmann, et al.. Modelling
and Simulation in the Social Sciences from the Philosophy of Science Point of View. Theory and Decision Library. Dordrecht:
Kluwer. pp. 77–100.
11. Wikipedia, the free encyclopedia. Simulation. http://en.wikipedia.org/wiki/Simulation#Classification_and_terminology accessed at
2300hrs 18052013
12. Trung Q Tran,Albert Scherpbier, Jan Van Dalen and Pamela E Wright . Teacher-made models: the answer for medical skills
training in developing countries? BMC Medical Education 2012 12:98 doi:10.1186/1472-6920-12-98
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