Sarah S LeBlanc
School nurses and menstrual communication: Destigmatizing the stigma among adolescents
Women's health (London, England)
background assessing level knowledge anatomy undergraduate students four years primary anatomy training give better indication system teaching effective aimed ascertain method effective establishing core anatomy knowledge could recalled considerable amount time methods tested two groups medical students final year key concepts gross anatomy using question paper included truefalse type questions identification anatomical line diagrams two batches students followed dissectionbased curriculum newly introduced prosectionsbased curriculum beginning medical education prosections based curriculum brought reduction inclass teaching learning activities compared old curriculum would turn reflect much anatomy knowledge one would possess start practise medicine newly qualified doctor also embark postgraduate training programme two groups subjected without prior warning question paper six questions five truefalse statements four questions identification labelling anatomical line diagrams results statistically significant difference marks obtained truefalse type questions two groups p008 prosections group obtained higher marks diagram identification questions p002 conclusion prosectionbased curriculum compared dissectionbased curriculum equally effective establishing core gross anatomy knowledge