Darrin Andrew McFall, University of Arkansas for Medical Sciences
Tiffany Huitt, University of Arkansas for Medical Sciences
Erica Malone, University of Arkansas for Medical Sciences
Purpose
Head and neck anatomy is highly complex due to the proximity of numerous vital structures within a small region. Many first-year medical students struggle to master this content, necessitating enhanced teaching methods in pre-clinical anatomy courses. For this project, we developed an anatomy-focused procedural simulation using both a clinical training manikin and a cadaveric specimen to help students learn the anatomy and clinical importance of relevant structures during the anatomy course.
Methods
An endotracheal intubation simulation was incorporated into the head and neck unit of the gross anatomy course as an optional lab session. Students participated in an educational activity highlighting relevant anatomy, followed by performing intubation on either a manikin or cadaver specimen under faculty supervision. All students used the manikin, while a subset also used a cadaver specimen. A 5-point Likert scale was administered pre and post-simulation to measure student confidence of anatomical knowledge, attitude towards curriculum, and confidence in performing procedures. Data was compared between students who used only the manikin versus students who participated in both manikin and cadaver simulations.
Results
Sixty-eight students participated in the manikin intubation simulation, with 32 also performing intubation on a cadaver. Use of both manikin and cadaver simulation models increased student confidence in relevant clinical anatomy knowledge. However, students who participated in the cadaver simulation reported increased confidence in teaching relevant anatomy and intubation skills to fellow practitioners and intubating a patient in comparison to the manikin group.
Conclusion
Students reported that incorporation of teaching simulations, whether it was on a manikin or cadaveric teaching model, was beneficial in developing their confidence and knowledge of clinical anatomy. Hands-on learning simulations show benefit as an additional teaching modality in reinforcing anatomy concepts learned in the pre-clinical setting relating to clinical skills.