Involving Health Professionals in the Development of Quality and Safety Dashboards: Qualitative Study.

Background: Dashboards are an important tool for hospitals to improve quality and safety performance. However, implementing quality and safety dashboards often does not increase performance due to a lack of use by health professionals. Including health professionals in the development process of quality and safety dashboards can improve their use in practice.

Prevalence of obstructive sleep apnea at an outpatient memory clinic.

Objectives: Obstructive sleep apnea (OSA) is a common sleep disorder that has several health hazards, including cognitive dysfunction. Studies have thus far primarily focussed on the prevalence of cognitive impairment in patients diagnosed with OSA at sleep clinics. The present study aims to investigate the prevalence of OSA at an outpatient memory clinic.

Low back pain patients' perspectives on long-term adherence to home-based exercise programmes in physiotherapy.

Background: Adherence to an exercise programme impacts the outcome of physiotherapy treatment in patients with non-specific low back pain.

Objectives: The aim of this study was to explore the patients' perspectives on long term adherence to such exercise programmes.

Design: This qualitative study was embedded in a randomised controlled trial (RCT) which compared the effectiveness of two types of exercise programme on patients with nonspecific low back pain.

Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design.

Background: It is generally assumed that learning in context increases performance. This study investigates the relationship between the characteristics of a paper-patient context (relevance and familiarity), the mechanisms through which the cognitive dimension of context could improve learning (activation of prior knowledge, elaboration and increasing retrieval cues), and test performance.

Methods: A total of 145 medical students completed a pretest of 40 questions, of which half were with a patient vignette.

Anatomical knowledge gain through a clay-modeling exercise compared to live and video observations.

Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest-post-test experiments.

Influences on anatomical knowledge: The complete arguments.

Eight factors are claimed to have a negative influence on anatomical knowledge of medical students: (1) teaching by nonmedically qualified teachers, (2) the absence of a core anatomy curriculum, (3) decreased use of dissection as a teaching tool, (4) lack of teaching anatomy in context, (5) integrated curricula (problem-based learning or systems-based curricula), (6) inadequate assessment of anatomical knowledge, (7) decreased anatomy teaching time, and (8) neglect of vertical integration of anatomy teaching. A recent review revealed a lack of evidence underpinning any of the claims owing to the poor quality of papers, and recommendations were made for education and research on teaching in context and the implementation of vertical integration and of assessment strategies. In this article, we will describe the alleged factors fully, revealing additional recommendations for improving anatomy education by promoting recognition for teaching in institutions, by enhancing the professional recognition of anatomists through the implementation of a national postgraduate training program, and by encouraging anatomists to participate in educational research.

Students' perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study.

Background: To get insight in how theoretical knowledge is transformed into clinical skills, important information may arise from mapping the development of anatomical knowledge during the undergraduate medical curriculum. If we want to gain a better understanding of teaching and learning in anatomy, it may be pertinent to move beyond the question of how and consider also the what, why and when of anatomy education.

Methods: A purposive sample of 78 medical students from the 2nd, 3rd, 4th and 6th year of a PBL curriculum participated in 4 focus groups.

Constructive, collaborative, contextual, and self-directed learning in surface anatomy education.

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition.

How much anatomy is enough?

Innovations in undergraduate medical education, such as integration of disciplines and problem based learning, have given rise to concerns about students' knowledge of anatomy. This article originated from several studies investigating the knowledge of anatomy of students at the eight Dutch medical schools. The studies showed that undergraduate students uniformly perceived deficiencies in their anatomical knowledge when they started clinical training regardless of their school's didactic approach.