Journal ArticleDOI
Medical Education in the Anatomical Sciences: The Winds of Change Continue to Blow.
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TLDR
Comparison between the data sets suggests several key points some of which include: decreased total hours in gross anatomy and neuroscience/neuroanatomy courses, increased use of virtual microscopy in microscopic anatomy courses, and decreased laboratory hours in embryology courses.Abstract:
At most institutions, education in the anatomical sciences has undergone several changes over the last decade. To identify the changes that have occurred in gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses, directors of these courses were asked to respond to a survey with questions pertaining to total course hours, hours of lecture, and hours of laboratory, whether the course was part of an integrated program or existed as a stand-alone course, and what type of laboratory experience occurred in the course. These data were compared to data obtained from a similar survey in 2002. Comparison between the data sets suggests several key points some of which include: decreased total hours in gross anatomy and neuroscience/neuroanatomy courses, increased use of virtual microscopy in microscopic anatomy courses, and decreased laboratory hours in embryology courses.read more
Citations
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Dyad pedagogy in practical anatomy: A description of the implementation and student perceptions of an adaptive approach to cadaveric teaching
Dearbhla P Cullinane,Denis Barry +1 more
TL;DR: Strong preferences for quality time with the donor body supported by online resources suggests this modality should be a key consideration in course design for anatomy curricula and emphasizes the importance of gauging students' preferences to optimize satisfaction and learning output when pivoting to blended learning strategies in anatomy education.
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Learning in stereo: The relationship between spatial ability and 3D digital anatomy models.
TL;DR: This paper investigated the educational effectiveness of a 3D stereoscopic model of the pelvis, and the relationship between learning with 3D models and visual ability, and found that participants with high visual ability tended to retain more than those with low visual ability on the LTR test.
Journal ArticleDOI
The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death
Anette Wu,Que Yun Xiao,Sean McWatt,Rachel Utomo,Austin Talis,Kerstin Saraci,C. Brassett,Mandeep Gill Sagoo,R. Wingate,Chung-Liang Chien,Hannes Traxler,Jens Waschke,Franziska Vielmuth,Yukari Yamada,Takeshi Sakurai,Mina Zeroual,Jørgen Olsen,Salma El-Batti,Suvi Viranta-Kovanen,Kevin A. Keay,William B. Stewart,Carol Kunzel,Paulette Bernd,Heike Kielstein,G. Noël +24 more
TL;DR: This article investigated how different anatomy course formats played a role in initiating students' reflections on death during the COVID-19 pandemic and found that anatomy dissection courses are important for the initiation of students' feelings about the topic of death.
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A Qualitative Examination Detailing Medical Student Experiences of a Novel Competency-Based Neuroanatomy eLearning Intervention Designed to Bridge a Gap Within an Integrated Medical Curriculum.
TL;DR: In this article, a competency-based e-learning intervention encompassing the major tracts, brainstem anatomy, and an interactive case featuring a simulated patient experience was developed in the Articulate Storyline® platform.
Journal ArticleDOI
The Integration of Prelaboratory Assignments within Neuroanatomy Augment Academic Performance, Increase Engagement, and Enhance Intrinsic Motivation in Students.
TL;DR: The authors explored the role of prelaboratory assignments (PLAs) in the improvement of academic performance, augmentation of engagement, and enhancement of intrinsic motivation in occupational therapy students enrolled in a human neuroanatomy course.
References
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Survey of gross anatomy, microscopic anatomy, neuroscience, and embryology courses in medical school curricula in the United States.
TL;DR: Directors of courses in the basic anatomical sciences in allopathic and osteopathic medical schools in the United States were surveyed regarding the present composition of their courses, and results indicate the majority of gross anatomy courses are in the range of 126 to 200 total course hours, and that laboratory dissection is a key component of these courses.
Journal ArticleDOI
Modified Use of Team-Based Learning for Effective Delivery of Medical Gross Anatomy and Embryology.
TL;DR: It is found that a TBL approach in teaching anatomy allowed us to create an active learning environment that helped to improve students' performances, and based on the experience, other preclinical courses are now piloting TBL.