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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

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”)
class format cont d
Class Format (cont’d)
  • Savasana (a yoga pose, also known as “corpse pose”)
  • 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
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
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
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
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?