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
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Understanding beliefs, preferences and actions amongst potential body donors
Claire F. Smith,Ross Munro,D C Davies,Tracey Wilkinson,Hannah Shaw,Kim Claridge,Sarah Llewellyn,Philomena Mc Ateer,Siobhan Ward,Thomas Lycan Farsides +9 more
TL;DR: A bimodal response was observed with body donation being used to save relatives money and inconvenience and donors' motives highlighted a wish to: improve education, improve health care, advance science, and contribute to the greater good.
Journal ArticleDOI
Assessing the Wider Outcomes of Anatomy Education.
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#anatomymcq—A pilot study on using the Twitter survey tool as a formative assessment strategy
TL;DR: The integrated data highlight the potential of such a tool while identifying its strengths and weaknesses and was able to provide an interactive tool to engage students outside the formal teaching hours while facilitating student learning and engagement.
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VeLight: A 3D virtual reality tool for CT-based anatomy teaching and training
Lingyun Yu,Lingyun Yu,Joost Ouwerling,Pjotr Svetachov,Frans H.J. van Hoesel,Peter M. A. van Ooijen,Jiri Kosinka +6 more
TL;DR: VeLight as discussed by the authors is a system with which students can learn anatomy based on CT datasets using a 3D Virtual Reality display (zSpace), which offers simple and intuitive interactions, and allows teachers to design their own courses using their own material.
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Changing Times in Undergraduate Studies on Neuroanatomy
TL;DR: The study shows that neuroanatomy is approached differently according to each institutional culture, and emphasizes the need for the creation of a national core curriculum on undergraduate neuroAnatomy.
References
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Yehuda Baruch,Brooks C. Holtom +1 more
TL;DR: In this article, the authors examined the response rates for surveys used in organizational research and identified 490 different studies that utilized surveys, which covered more than 100,000 organizations and 400,000 individual respondents.
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TL;DR: The Carnegie Foundation at their meeting in November, 1908, authorized a study and report upon the schools of medicine and law in the United States and appropriated the money necessary for this undertaking as mentioned in this paper.
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Response Rate in Academic Studies-A Comparative Analysis:
TL;DR: In this paper, a study was conducted to explore what could and should be a reasonable response rate in academic studies and the average response rate was 55.6 with a standard deviation of 19.7.
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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.
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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.