Assessment of Middle Ear Anatomy Teaching Methodologies Using Microscopy versus Endoscopy: A Randomized Comparative Study     

Lukas Anschuetz  Sören Huwendiek  Daniel Stricker  Abraam Yacoub  Wilhelm Wimmer  Marco Caversaccio 《Anatomical sciences education》2019,12(5):507-517

Teaching methodologies for the anatomy of the middle ear have not been investigated greatly due to the middle ear’s highly complex structure and hidden location inside of the temporal bone. The aim of this randomized study was to quantitatively compare the suitability of using microscope- and endoscope-based methods for teaching the anatomy of the middle ear. We hypothesize that the endoscopic approach will be more efficient compared to the microscopic approach. To answer the study questions, 33 sixth-year medical students, residents and otorhinolaryngology specialists were randomized either into the endoscopy or the microscopy group. Their anatomical knowledge was assessed using a structured anatomical knowledge test before and after each session. Each participant received tutoring on a human cadaveric specimen using one of the two methods. They then performed a hands-on dissection. After 2–4 weeks, the same educational curriculum was repeated using the other technique. The mean gains in anatomical knowledge for the specialists, residents, and medical students were +19.0%, +34.6%, and +23.4%, respectively. Multivariate analyses identified a statistically significant increase in performance for the endoscopic method compared to the microscopic technique (P < 0.001). For the recall of anatomical structures during dissection, the endoscopic method outperformed the microscopic technique independently of the randomization or the prior training level of the attendees (P < 0.001). In conclusion, the endoscopic approach to middle ear anatomy education is associated to an improved gain in knowledge as compared to the microscopic approach. The participants subjectively preferred the endoscope for educational purposes.  相似文献   

What Knapsack of Invisible Privileges Do Muslim ESL* University Students Wish to Possess?     

Mohamed Yacoub 《Journal of Language, Identity & Education》2017,16(6):408-415

Stephanie Vandrick published a piece in the Journal of Language, Identity and Education titled “No ‘Knapsack of Invisible Privilege’ for ESL University Students,” in which she reflected her thoughts on Peggy McIntosh’s groundbreaking list of the invisibly acquired privileges of Whites. Both pieces inspired this article, which brings up an unheard voice: Muslim ESL students who undergo situations that can indicate that public space of some cities in the United States are exclusive to the dominant culture and that any deviations are not welcome.

These days, with terrorist incidents happening in different places around the world and with the presidential executive order of banning Muslims, the situation has worsened. Here, based on my experience, I develop a list of privileges that Muslim ESL university students wish to possess. This article concludes with recommendations that can raise the awareness of educators and instructors who teach or supervise Muslim ESL students to take this issue into consideration.  相似文献