Click here to view complete journal in pdf-format - IAMSE

against intracellular and extracellular microbes. A
diagram for extracellular microbes was presented at
the 2011 IAMSE Meeting and published this year in
MedEdPORTAL. This approach could be further
extended to facilitate student’s knowledge of
immune defense mechanisms against specific
microbes (e.g., helminths/Type I Hypersensitivity).
Instructional Methods Abstract ID: 189 Award
Nominee
BIRTH OF A MEDICAL SCHOOL - THE
SALINA EXPERIENCE
Michael Robinson 1 , William Cathcart-Rake 1 , Laura
Easterday 1 and Heidi Chumley 2 , 1 University of
Kansas School of Medicine, Salina KS, 67401,
U.S.A., 2 University of Kansas Medical Center,
Kansas City, KS, USA
PURPOSE
Many rural areas of the US have communities
underserved by physicians. A widely accepted
explanation for this deficiency is that medical
schools are frequently situated in the more
populated cities in a state, resulting in newly
qualified physicians opting to practice in similar
urban areas.
METHODS
To counteract this trend, Kansas University School
of Medicine (KUSM) postulated that opening a
medical school in Salina, KS, a community of
50,000, would attract students eager to train and
subsequently work in rural parts of the state. These
students would receive basic science lectures from
the main campus in Kansas City, via live interactive
television. However, all labs, small group sessions,
and clinical training would be taught in Salina by a
minimal faculty supplemented by local physicians.
Admission requirements, curriculum and
performance standards for these students would be
identical to those at the main campus.
RESULTS
In August 2011, KUSM-Salina accepted eight first
year medical students, becoming the smallest
medical school campus in the US. Lectures from the
main campus have been well received by the
students and all local classes have excellent student
satisfaction ratings. Currently, all students are
successful academically, have integrated well in
Salina, and continue to express a desire to practice
medicine in small communities in Kansas
CONCLUSIONS
Results to date would indicate that medical schools
may be sited successfully in smaller rural
communities in the US when working in
conjunction with a larger urban campus. Evidence
would also suggest that training medical students in
rural areas will result in graduating physicians who
will be fully assimilated into rural communities and
thus be more likely to stay and practice where they
trained. Additionally, this innovative model for a
medical school campus has proven to be very cost
efficient in a time of limited resources.
Instructional Methods Abstract ID: 191
TO ASSESS THE KNOWLEDGE OF
ANATOMY AND PERCEPTION OF
ANATOMY TEACHING USING HUMAN
PLASTINATE MODELS FOR FINAL YEAR
UNDERGRADUATE MEDICAL STUDENTS
AT WARWICK MEDICAL SCHOOL.
Mr Rajiv Subbu MbChb MRCS BSci(Hons) Mr
Rajpal Nandra Ms Hannah Smith Ms Hannah
Dixon Professor Abrahams MBBS FRCS(ED) FRCR
DO(Hon) FHEA. Prof. of Clinical Anatomy Brian
Burnett, UK
PURPOSE
Final year students report a lack of basic anatomy
knowledge and feel under prepared for final year
examinations. Anatomy teaching has evolved from
the traditional cadaveric dissecting curriculum at
many undergraduate institutions. A greater reliance
is placed on self-directed learning using a range of
learning tools from conventional books, e- modules
and prosection specimens. We designed a study
using human plastinate models to teach medical
students and assess changes in undergraduate's
knowledge and approach to learning and
understanding anatomy.
METHODS
The eight-week anatomy course was designed for
Final year medical students at Warwick Medical
School and hosted by the West Midlands Surgical
Training Centre who have a vast array of human
plastinate anatomy models. (Images available for
conference on poster) The course objectives
outlined parallel the Medical School’s Curriculum.
The broad topics included anatomy of the abdomen,
thorax, groin and pelvis, head and neck, upper limb,
lower limb and procedural anatomy. Each week a
broad topic was taught, with small group sessions
led by two instructors. Of the five stations one was
designated to clinical scenarios to promote
functional anatomy utilised frequently as a qualified
doctor. Final year candidates were allocated to a
teaching programme held three times a year, the
first twenty email responses were designated to each
course for small group interactive teaching sessions.
Medical Science Educator © IAMSE 2012 Volume 22(4S) 312