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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Cadaveric anatomy in the future of medical education: What is the surgeons view?
TL;DR: It is shown that surgeons view cadaveric/prosection‐based teaching as the most beneficial method of teaching anatomy and that it should be enhanced in medical education, and surgeons suggested that CT should be further integrated into anatomical education.
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The Blooming Anatomy Tool (BAT): A Discipline-Specific Rubric for Utilizing Bloom's Taxonomy in the Design and Evaluation of Assessments in the Anatomical Sciences.
TL;DR: It is suggested that the Blooming Anatomy Tool can be useful in educational research in the anatomical sciences to aid in aligning observer judgment on Bloom taxonomic levels and improve consistency, especially when used in conjunction with a norming session prior to data collection.
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Perceptions of anatomy: critical components in the clinical setting.
TL;DR: This paper investigated the perceived role of clinical anatomy and evaluated perceptions of medical students' ability to apply anatomical knowledge in the clinic, finding that medical students are perceived as ill-prepared to transfer anatomy to the clinic.
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Are All Hands-On Activities Equally Effective? Effect of Using Plastic Models, Organ Dissections, and Virtual Dissections on Student Learning and Perceptions.
TL;DR: Students who performed organ dissections were more likely than the other treatment groups to agree with the statement that "science is fun," suggesting that organ dissection may promote positive attitudes toward science.
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Evaluation of the Effectiveness of 3D Vascular Stereoscopic Models in Anatomy Instruction for First Year Medical Students.
TL;DR: 3D stereoscopic models created from computed tomographic angiography (CTA) data were efficacious teaching tools for the head and neck vascular anatomy and for students with low‐spatial ability, 3D learning sessions improved postsession knowledge scores to a level comparable to that demonstrated by students with high‐ Spatial ability.
References
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Survey response rate levels and trends in organizational research
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.
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.