Using videoconferencing to deliver anatomy teaching to medical students on clinical placements

Medical students are classically taught anatomy towards the start of their medical curriculum, typically in their first and second year of study. During this phase of training, most of the teaching hours are delivered on site at a higher education institution rather than a clinical setting. The numb...

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Main Authors:	Sarah Allsop, Michael Hollifield, Lucy Huppler, Daniel Baumgardt, Daisy Ryan, Martin van Eker, Michelle Spear, Cathy Fuller
Format:	Article
Language:	English
Published:	Elsevier 2020-06-01
Series:	Translational Research in Anatomy
Online Access:	http://www.sciencedirect.com/science/article/pii/S2214854X19300585

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spelling	doaj-f95cf69309c545d7b42391bddf0e7cf52020-11-25T02:28:12ZengElsevierTranslational Research in Anatomy2214-854X2020-06-0119Using videoconferencing to deliver anatomy teaching to medical students on clinical placementsSarah Allsop0Michael Hollifield1Lucy Huppler2Daniel Baumgardt3Daisy Ryan4Martin van Eker5Michelle Spear6Cathy Fuller7Centre for Applied Anatomy, Faculty of Health Sciences, University of Bristol, Southwell Street, Bristol, BS2 8EJ, UK; Corresponding author.Centre for Applied Anatomy, Faculty of Health Sciences, University of Bristol, Southwell Street, Bristol, BS2 8EJ, UKCentre for Applied Anatomy, Faculty of Health Sciences, University of Bristol, Southwell Street, Bristol, BS2 8EJ, UKCentre for Applied Anatomy, Faculty of Health Sciences, University of Bristol, Southwell Street, Bristol, BS2 8EJ, UKCentre for Applied Anatomy, Faculty of Health Sciences, University of Bristol, Southwell Street, Bristol, BS2 8EJ, UKTechnology Enhanced Learning Team, Bristol Medical School, University of Bristol, 5 Tyndall Avenue, Bristol, BS8 1UD, UKCentre for Applied Anatomy, Faculty of Health Sciences, University of Bristol, Southwell Street, Bristol, BS2 8EJ, UKCentre for Applied Anatomy, Faculty of Health Sciences, University of Bristol, Southwell Street, Bristol, BS2 8EJ, UKMedical students are classically taught anatomy towards the start of their medical curriculum, typically in their first and second year of study. During this phase of training, most of the teaching hours are delivered on site at a higher education institution rather than a clinical setting. The number of hours of anatomy teaching delivery then tends to fall sharply as these students enter their ‘clinical phase’, where they are mainly taught in clinical healthcare settings. As the students are then dispersed across multiple sites, anatomy teaching delivery becomes more challenging. On occasion, students may be able to return to central anatomy facilities, but when this is not possible, technology enhanced learning (TEL) can become invaluable.In this article, we would like to share our pilot of using videoconferencing technology to co-deliver teaching sessions for students on clinical placement. We describe two examples of teaching sessions run using the ‘Microsoft Surface Hub’, linking between the clinical placement sites at Bristol Medical School and the Centre for Applied Anatomy. We hope by sharing our experience and showing the advantages of using this technology to bring the anatomy and clinical components together, whilst acknowledging its limitations, we will encourage others to trial new and innovative methods of exploring anatomy teaching delivery in the distributed medical education models seen during the clinical years of medical undergraduate training. Keywords: Anatomy, Undergraduate medical education, Technology enhanced learning, Videoconferencing, Microsoft surface hub, Curriculum developmenthttp://www.sciencedirect.com/science/article/pii/S2214854X19300585
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Sarah Allsop Michael Hollifield Lucy Huppler Daniel Baumgardt Daisy Ryan Martin van Eker Michelle Spear Cathy Fuller
spellingShingle	Sarah Allsop Michael Hollifield Lucy Huppler Daniel Baumgardt Daisy Ryan Martin van Eker Michelle Spear Cathy Fuller Using videoconferencing to deliver anatomy teaching to medical students on clinical placements Translational Research in Anatomy
author_facet	Sarah Allsop Michael Hollifield Lucy Huppler Daniel Baumgardt Daisy Ryan Martin van Eker Michelle Spear Cathy Fuller
author_sort	Sarah Allsop
title	Using videoconferencing to deliver anatomy teaching to medical students on clinical placements
title_short	Using videoconferencing to deliver anatomy teaching to medical students on clinical placements
title_full	Using videoconferencing to deliver anatomy teaching to medical students on clinical placements
title_fullStr	Using videoconferencing to deliver anatomy teaching to medical students on clinical placements
title_full_unstemmed	Using videoconferencing to deliver anatomy teaching to medical students on clinical placements
title_sort	using videoconferencing to deliver anatomy teaching to medical students on clinical placements
publisher	Elsevier
series	Translational Research in Anatomy
issn	2214-854X
publishDate	2020-06-01
description	Medical students are classically taught anatomy towards the start of their medical curriculum, typically in their first and second year of study. During this phase of training, most of the teaching hours are delivered on site at a higher education institution rather than a clinical setting. The number of hours of anatomy teaching delivery then tends to fall sharply as these students enter their ‘clinical phase’, where they are mainly taught in clinical healthcare settings. As the students are then dispersed across multiple sites, anatomy teaching delivery becomes more challenging. On occasion, students may be able to return to central anatomy facilities, but when this is not possible, technology enhanced learning (TEL) can become invaluable.In this article, we would like to share our pilot of using videoconferencing technology to co-deliver teaching sessions for students on clinical placement. We describe two examples of teaching sessions run using the ‘Microsoft Surface Hub’, linking between the clinical placement sites at Bristol Medical School and the Centre for Applied Anatomy. We hope by sharing our experience and showing the advantages of using this technology to bring the anatomy and clinical components together, whilst acknowledging its limitations, we will encourage others to trial new and innovative methods of exploring anatomy teaching delivery in the distributed medical education models seen during the clinical years of medical undergraduate training. Keywords: Anatomy, Undergraduate medical education, Technology enhanced learning, Videoconferencing, Microsoft surface hub, Curriculum development
url	http://www.sciencedirect.com/science/article/pii/S2214854X19300585
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Using videoconferencing to deliver anatomy teaching to medical students on clinical placements

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