MedEdPORTAL (Oct 2011)
Gynecologic Anatomy Workshop
Abstract
Abstract This resource uses an interactive instructional method to augment 3D pelvic anatomy knowledge of medical students and residents through the use of modeling. Two to three learners work together in a team to build a model pelvis using household craft materials. They are given a workbook with step-by-step instructions on building the model and making incisions. An 8.5” × 11” plastic tray represents the abdominal cavity. Felt and yarn are used to create the abdominal aorta and its branches. Learners place the ureter in proper anatomic position. Small felt models of the uterus, bladder, and terminal rectum are situated in the pelvis to understand their relationship to the vasculature. Clear plastic wrap, vinyl, and felt are placed over the tray to mimic the layers of the abdominal wall. Various incisions can be made in this abdominal wall and closed with suture. Anatomy and clinical correlates are then reviewed by the preceptor. At the end of the workshop, the learners evaluate its utility and atmosphere using a 5-point Likert scale (1 = strongly disagree, 5= strongly agree). The following are results of evaluations from medical students and residents, respectively: Learning objectives were clearly stated, 4.24, 4.70; presentation was informative, 4.25, 4.80; presentation was clear, well organized, 4.15, 4.80; quality of syllabus was good, 4.24, 5.00; hands-on modeling was valuable, 4.33, 5.00; hands-on modeling session was fun, 4.10, 4.90; there was sufficient time to model, 4.57, 4.80; I learned a lot about pelvic/abdominal anatomy, 4.38, 4.70; I will use what I learned, 4.48, 4.80. This model reinforces the basics of pelvic anatomy required by early gynecology learners. Performing various incisions and closures also provides some surgical simulation experience, correlating the anatomy to laparoscopic and abdominal surgery. The workshop has been easy to implement. A 2-hour block of time in a classroom that can accommodate all learners working in groups of two to three is needed. Initially, we had two to three faculty members circulate among the students to review the anatomy with individual groups at various times during the workshop. We learned, however, that one faculty member is enough, which has helped considerably in scheduling. The faculty member reviews the anatomy with diagrams/surgical pictures projected on a screen at various times during the workshop. The workshop has been adopted into the third-year medical student OB/GYN clerkship as well as the residency training with minimal modification.
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