An examination of the quality of our groups presentation effort interaction and strategies for a suc

Computer and Internet Access, printer, print cartridges 3. Index cards, Scantrons, paper, pens, markers 4. Additional materials may be needed Student Performance Course Description The role of the dental hygienist as a therapeutic oral health care provider with emphasis on concepts of disease management, health promotion, communication, and behavior modification.

An examination of the quality of our groups presentation effort interaction and strategies for a suc

In 5 teaching session students learned skills like scrubbing, stitching or the identification of frequently used surgical instruments. Furthermore, students visited five surgical interventions which were demonstrated by surgical colleagues on donated bodies that have been embalmed using the Thiel technique.

The learning outcomes were verified by OSPE. In a pilot study, an intervention group and a control group were compared concerning their examination results in the dissection course and their learning motivation through standardized SELLMO-test for students.

Participants gained OSPE results between However, we could not prove a significant difference in learning motivation or examination results. Introduction The historic Theatrum Anatomicum was resurrected at the University of Ulm as a modern teaching tool for the 21st century. The Theatrum has become a meeting place, in particular for students in the preclinical stage of study and their clinical colleagues.

Clinicians of different surgical disciplines serve as role models for allowing medical students to understand medicine and to get an introduction to their respective areas of study. We have shown in the past that activities in the macroscopy course - especially dissection - impart medical professional skills such as teamwork [ 2 ].

The body donor can be viewed as the first patient of the future doctors early on in their studies [ 3 ]. This is a concept we have continued in the Theatrum Anatomicum by using the body donors in a simulated surgical setting for surgical intervention.

The bodies have been embalmed using the Thiel technique [ 4 ] which ensures realistic preservation of the consistency and color of body tissues.

The theatre thus offers possibilities for professionalization both for medical under and post-graduates. In parallel to the macroscopic anatomy course during the second year of training, behaviors and skill sets can be taught which are often underrepresented in the medical core curriculum.

But these behaviors are often already expected in the first student clerkship, even though they are usually left to acquire these through random, non-standard process of learning by doing.

For example, a needs analysis amongst students in the 7th semester in Ulm showed that up to This data is consistent with the data published by Hamdorf and Hall [ 5 ] and highlights the need for teaching basic surgical skills in a structured way before the first clerkship.

Anatomical and surgical teaching forms a synergistic interaction in the training of students and assistants and a good balance ultimately is in the best interests of patients. And in the worst case, a bad balance could lead to clinical malpractice [ 6 ]. In this process, dissection is a teaching method which imparts manual skills, anatomical variability and the anatomical vocabulary needed for clinical work [ 7 ], [ 8 ].

Both disciplines could benefit a lot more from each other though as the option to acquire practical skills is particularly attractive for students in their pre-clinical studies and therefore a promising motivator in the struggle to make students study even more.

By bridging this gap, they gain deeper anatomical understanding [ 9 ] and their motivation for learning pre-clinical content increased [ 10 ], [ 11 ]. In addition, students see medical skills such as teamwork in action in the surgical theatre. Not only students, but also surgical assistants have the opportunity to practice surgical techniques under ideal simulated conditions in anatomy, without time pressure and without bleeding and to experience and to understand possible errors in the dissection room rather than the operating theatre [ 12 ].

To meet the wishes of doctors in surgical professional development for improved training [ 13 ], surgical professional development in Switzerland is already being supported through exercises using bodies that have been embalmed using the Thiel technique [ 14 ], with benefits which are perceived as very high [ 15 ] and judged more effective in comparison to video presentations [ 16 ], [ 17 ].

Students have the opportunity to learn surgical skills in the pre-clinical phase of their studies [ 16 ], [ 18 ]. But so far there are only a few offers which are coordinated by surgeons and anatomists [ 9 ], [ 10 ], [ 12 ], [ 16 ], [ 19 ], [ 20 ].

The effectiveness of simulation-based medical education is indisputable today, especially if it meets best practice requirements in planning and implementation [ 21 ], [ 22 ], [ 23 ].

Today it is virtually considered standard for a faculty to have a skills lab [ 22 ].

An examination of the quality of our groups presentation effort interaction and strategies for a suc

But the combination of anatomical education - in particular the use of bodies that have been embalmed using the Thiel technique - and simulation-based surgery with teaching of basic surgical skills is innovative and not integrated enough into the degree courses.

The aim was to transfer anatomical teaching to a clinically relevant surgical operational context to increase the motivation to learn and ideally to improve in the anatomical knowledge and test results through optimized learning strategies. Does participation in the FOP course have an effect on student motivation compared to students of a control group who attended only the macroscopic anatomy course?

Does participation in the FOP course have a positive effect on the exam results achieved in the macroscopic anatomical course compared to students in the control group? Students are actively involved in the management of surgical demonstrations OR demos. In preparation for surgery basic skills are taught with three to four learning goals defined for each, which are practiced during the teaching events and examined at the end of the course in an OSPE Objectively Structured Practical Examination.

During the OR demos, one group had the opportunity to assist the surgeon and even perform individual steps of the operation. The event included a total of 28 teaching units. The content of FOP is closely aligned with the course on macroscopic anatomy. For each section, an OR demo which matched in content was offered.

In preparation for working in the operating theatre, the students should be able to carry out surgical hand disinfection, sterile dressing, perform simple suturing and knotting techniques at the end of the course.The authors used these data to compare a variety of imaging strategies including the use of physical examination and laboratory findings alone or with any single imaging modality and the conditional use of ultrasound or computed tomography based on patient demographics, the location of pain, or results of other imaging studies.

torosgazete.com is a platform for academics to share research papers. Project Presentation: "Ready for the OR" (FOP) is a bridge between pre-clinical and clinical surgical disciplines.

Students are actively involved in the management of surgical demonstrations (OR demos). Area effort ends search successfully By Don Groves Free Press A two-day search for a missing Prescott woman ended in relief when she was found about a half-mile north of her home more than 36 hours after she went missing.

In our experience, as groups become more comfortable with the discussion process, they become increasingly comfortable assuming different roles, resulting in further consolidation of sound reading comprehension and monitoring strategies.

(Amarillo College Student's Rights and Responsibilities Publication) Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class.

Therefore, it is the responsibility of the student to attend class.

Dealing With Doubt