Living anatomy project lap stephanie pieczenik mssm ii
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LIVING ANATOMY PROJECT (LAP) PowerPoint PPT Presentation

LIVING ANATOMY PROJECT (LAP). Stephanie Pieczenik, MSSM II Carrie Sager, MSSM II Jeffrey T. Laitman, PhD. OUR MISSION. To use movement, e.g. yoga and pilates exercises, as a teaching tool to enhance students’ understanding of the material taught in the first-year Gross Anatomy course

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LIVING ANATOMY PROJECT (LAP)

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Living anatomy project lap

LIVING ANATOMY PROJECT (LAP)

Stephanie Pieczenik, MSSM II

Carrie Sager, MSSM II

Jeffrey T. Laitman, PhD


Our mission

OUR MISSION

  • To use movement, e.g. yoga and pilates exercises, as a teaching tool to enhance students’ understanding of the material taught in the first-year Gross Anatomy course

  • To increase students’ physical awareness—including biomechanics, proprioception, and posture —of themselves and others, and;

  • To infuse a component of physical activity, relaxation, and good health into the medical school environment.


Pilates and yoga defined

PILATES AND YOGA: DEFINED

  • Pilates

    • A body-conditioning discipline designed 80 years ago by Joseph H. Pilates

    • Encompasses hundreds of mat- and equipment-based exercises

    • Focuses on improving core-strength and overall flexibility

  • Yoga

    • An ancient Hindu discipline designed to unify the body and mind

    • Physical elements challenge strength, flexibility, and balance

    • Spiritual components include meditation and relaxation exercises


In the beginning

In The Beginning …

  • Fall 2004: A gift to our fellow classmates

  • Spring 2005: Evaluation and expansion

  • Fall 2005: Integration with the anatomy

  • curriculum


Lap class overview

LAP Class Overview

  • 2-3 classes offered per anatomy module

  • 1 hour per class, 1.5 hour per exam review class

  • Student sign-ups posted before each class; approximately 10-20 students attended each class

  • Same class format for each class


Class format

Class Format

  • Savasana (a yoga pose, also known as “corpse pose”)


Savasana

SAVASANA


Class format cont d

Class Format (cont’d)

  • Savasana (a yoga pose, also known as “corpse pose”)

  • Core Warm-Up


Core warm up

CORE WARM-UP


Class format cont d1

Class Format (cont’d)

  • Savasana (a yoga pose, also known as “corpse pose”)

  • Core Warm-Up

  • Palpation of bony landmarks


Palpation

PALPATION


Class format cont d2

Class Format (cont’d)

  • Savasana (a yoga pose, also known as “corpse pose”)

  • Core Warm-Up

  • Palpation of bony landmarks

  • Yoga and pilates exercises that demonstrate relevant musculoskeletal anatomy


Downward dog

DOWNWARD DOG


Arm abduction

ARM ABDUCTION


Our dean of medical education

OUR DEAN OF MEDICAL EDUCATION


Class format cont d3

Class Format (cont’d)

  • Savasana (a yoga pose, also known as “corpse pose”)

  • Core Warm-Up

  • Palpation of bony landmarks

  • Yoga and pilates exercises that demonstrate relevant musculoskeletal anatomy

  • Interactive wrap-up sessions and review sheets


Interactive wrap up

INTERACTIVE WRAP-UP

  • What muscle should you use to stabilize properly your scapula during chataranga (a push-up)?

  • T or F: Loss of function of the long thoracic nerve results in inability to adduct the arm.


Class format cont d4

Class Format (cont’d)

  • Savasana (a yoga pose, also known as “corpse pose”)

  • Core Warm-Up

  • Palpation of bony landmarks

  • Yoga and pilates exercises that demonstrate relevant musculoskeletal anatomy

  • Interactive wrap-up sessions and review sheets

  • Savasana


Savasana1

SAVASANA


2004 evaluations

2004 Evaluations

GOALS:

  • To assess how the LAP impacted medical students’:

    • Knowledge of anatomy

    • Exam-related stress levels

    • Sense of physical awareness

  • To elicit general feedback about the LAP class

    METHOD:

  • 1. Email survey:

    • Total LAP participants = 57 (students only)

    • Total survey respondents = 17 attendees, 9 non-attendees

  • 2. Focus Group

    • Participants = 5 attendees


2004 survey results

2004 Survey Results

Did the LAP class help you prepare for the Gross Anatomy final exam?

Yes = 1

Maybe = 3

No = 5


2004 survey results1

2004 Survey Results

Did the class lessen the tension

of the exam period?

Yes = 1

Maybe = 3

No = 5


2004 survey results2

2004 Survey Results

Did you gain physical awareness

from the LAP class?

Yes = 1

Maybe = 3

No = 5


2004 survey results3

2004 Survey Results

Was the class worth your time?

Yes = 1

Maybe = 3

No = 5


2004 focus group results

2004 Focus Group Results

  • “I thought it was an innovative idea to teach relevant anatomy, reduce pre-exam tension, and gain an understanding of our body.”

  • “The class was very relaxing, and I enjoyed it very much.  It's so rare that most of us have an opportunity to just do some deep breathing!  After the class, I felt re-centered and re-focused.”


2005 evaluations

2005 Evaluations

GOALS (same as 2004):

  • To assess how the LAP impacted medical students’:

    • Knowledge of anatomy

    • Exam-related stress levels

    • Sense of physical awareness

  • To elicit general feedback about the LAP class

    ADDITIONS

  • Demographics

  • More specific questions assessing efficacy of the LAP class in reaching the goals listed above


Challenges we face

Challenges We Face

  • Logistics: scheduling conflicts and space availability

  • Quantifying the efficacy of the LAP

  • Acquiring funding for scholarly leave and the purchase of teaching tools


Future of the lap

Future of the LAP

  • Integration of the LAP with the curriculum

    • Further integration with the anatomy curriculum

    • Intersession selective offered during week-long break from third-year of medical school

    • ASM II: clinical skills course (musculoskeletal exam)


Future of the lap cont d

Future of the LAP (cont’d)

  • Continuation of LAP classes

    • DVD & manuals

    • Web-based programs

    • Instructor training


Future of the lap cont d1

Future of the LAP (cont’d)

  • Presentation and Feedback

    • Conferences:

      • 2005 MSSM Educational Research Day*

      • 2005 AAMC annual meeting in Washington, DC

      • 2006 Northeast Group on Educational Affairs annual retreat in Philadelphia, PA**

    • Workshops

    • Further research and publishing of results

      * Blue Ribbon Winner for Innovation

      ** Innovation in Pre-Clinical Medical Student Education Award;

      Best Poster Award


Acknowledgements

Acknowledgements

  • Mount Sinai School of Medicine in NY, NY

    • Center for Anatomy and Functional Morphology

  • Dr. Jeffrey T. Laitman, PhD

  • Pilates on Fifth studio in NY, NY


Really everyone can do it

Really, everyone can do it!


Questions

Questions?


2005 sample questions

2005 Sample Questions

  • IMPACT ON PHYSICAL AWARENESS

    • Did the LAP enhance your physical awareness, defined as: recognition of the physical condition of your body, including posture and any musculoskeletal sensations (eg. kyphosis, tight hips, uneven weight distribution on feet, limited range of joint motion)?

    • Did the class improve your ability to locate/palpate anatomical structures on your own body?

    • Do you believe that physical awareness of your body will help you as a clinician?


2005 sample questions1

2005 Sample Questions

  • IMPACT ON KNOWLEDGE

    • Did the class(es) increase your factual knowledge of the material (eg, root value of long thoracic nerve)?

    • Did the class(es) increase your conceptual knowledge of the material (eg, understanding why the right external oblique rotates the torso to the left)?

    • Did the dissemination of anatomical information in a non-traditional environment improve your ability to learn?


2005 sample questions2

2005 Sample Questions

  • IMPACT ON RELAXATION AND WELL-BEING

    • Do you feel that you need a relaxing break during the course of a typical medical school day?

      • If yes, do you feel that the LAP served this purpose?

    • Do you think that relaxation and well-being improves your performance as a medical school student?


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