Anaesthesiology registrars' knowledge of anatomy and assessment of two integrated anatomy teaching modalities: a comparative interventional study at a South African university

Abstract

Background: Knowledge of applied anatomy is essential for safe clinical practice in anaesthesiology. Despite the diverse use of applied anatomy and the negative consequences associated with inadequate knowledge, no formal postgraduate training course in applied anatomy exists for anaesthesiologists at any university in South Africa. To our knowledge, no prior study has been undertaken to assess knowledge or evaluate teaching modalities for applied anatomy among anaesthesiology registrars in African countries. This study aimed to assess applied anatomy knowledge and compare the effectiveness of two teaching modalities in anaesthesiology registrars at a central South African university.

Methods: A comparative interventional study was conducted. Data were collected using a questionnaire consisting of anatomy questions. Two randomised registrar groups wrote a pre-test and received different training modes: group A through a theoretical lecture and group B through an interactive anatomy museum cadaver and live model ultrasound demonstration. Their knowledge was re-evaluated immediately thereafter and one month after the training.

Results: There were 14 registrars who graduated from undergraduate medical school between 2010 and 2017 and participated in the study, divided into seven participants per group. The pre-test results indicated that the registrars’ knowledge was below average (median score 44.6%, range 23.4–66.7%). No statistical difference was found between the two teaching modalities used in the study. Furthermore, no specific teaching modality was preferred, but simulation and lectures were more popular.

Conclusion: Most registrars’ knowledge was inadequate for safe clinical practice. Intervention is required to keep anaesthesiology practitioners’ knowledge at an acceptable level for patients’ safety. Of the two teaching modalities, neither appeared superior. We highly recommend introducing a formal, structured postgraduate anatomy teaching programme encompassing diverse instructional strategies.