LIVING ANATOMY PROJECT LAP

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LIVING ANATOMY PROJECT (LAP)

• Stephanie Pieczenik, MSSM II
• Carrie Sager, MSSM II
• Jeffrey T. Laitman, PhD

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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
  awarenessincluding 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.

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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

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In The Beginning

• Fall 2004 A gift to our fellow classmates

• Spring 2005 Evaluation and expansion

• Fall 2005 Integration with the anatomy
  
• curriculum

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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

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Class Format

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

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SAVASANA
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Class Format (contd)

• Savasana (a yoga pose, also known as corpse
  pose)
• Core Warm-Up

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CORE WARM-UP
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Class Format (contd)

• Savasana (a yoga pose, also known as corpse
  pose)
• Core Warm-Up
• Palpation of bony landmarks

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PALPATION
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Class Format (contd)

• 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

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DOWNWARD DOG
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ARM ABDUCTION
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OUR DEAN OF MEDICAL EDUCATION
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Class Format (contd)

• 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

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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.

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Class Format (contd)

• 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

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SAVASANA
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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

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2004 Survey Results

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

Yes 1 Maybe 3 No 5
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2004 Survey Results

• Did the class lessen the tension
• of the exam period?

Yes 1 Maybe 3 No 5
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2004 Survey Results

• Did you gain physical awareness
• from the LAP class?

Yes 1 Maybe 3 No 5
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2004 Survey Results

• Was the class worth your time?

Yes 1 Maybe 3 No 5
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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.

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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

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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

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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)

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Future of the LAP (contd)

• Continuation of LAP classes
• DVD manuals
• Web-based programs
• Instructor training

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Future of the LAP (contd)

• 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

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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

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Really, everyone can do it!
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Questions?
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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?

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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?

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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?