An Undergraduate Anatomy Lab Revision Success Story

McDaniel, Kerrie; Daday, Jerry

doi:10.21692/haps.2017.010

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…Professional anatomical models are often expensive, requiring the teacher to look for cheaper alternatives, such as using clay or assembling models on paper (Rehorek et al, 2019). Although there are several alternatives to teaching anatomy, most authors agree that the use of the corpse is still ideal, allowing the student to have a three-dimensional relationship of structures, texture, and flexibility in handling (McDaniel & Daday, 2017;Rehorek et al, 2019).…”

Section: Anatomical Modelingmentioning

confidence: 99%

Active Methodologies in Teaching Human Anatomy

Lima

Guedert

Silva

et al. 2021

Int J Innov Educ Res

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Human anatomy is one of the fundamental disciplines for the training of health professionals, especially in the medical field. Its didactic origin is based on the European school where the body was dissected in amphitheaters and anatomical knowledge was transmitted from the teacher to his students. With the restructuring of medical curricula, and the use of active methodologies, seeking to make the student the center of the learning process, anatomy started to be taught in another way. This study carries out an integrative review in the Scielo, Science Direct and Google Scholar databases, from 2015 to 2020, about the active methodologies used in the teaching of human anatomy for the medical course. The PICo strategy was used to form the guiding question and the results were presented through the Prisma Flow diagram. It was found that there are a number of tools and strategies that can be used aiming at the active teaching of human anatomy, however, a common point observed in most works is the approach of joint use with cadavers and anatomical parts, thus seeking to stimulate the development of the skills and competences of medical students.

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Section: Anatomical Modelingmentioning

confidence: 99%

Active Methodologies in Teaching Human Anatomy

Lima

Guedert

Silva

et al. 2021

Int J Innov Educ Res

View full text Add to dashboard Cite

show abstract

A scoping review of undergraduate anatomy and physiology education: approaches to evaluating student outcomes in the United States

Royse,

Pullen,

Cogswell

et al. 2024

J Microbiol Biol Educ.

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Studies document difficulties undergraduate pre-nursing and allied health students face when learning human anatomy and physiology (A&P) course content. A comprehensive synthesis exploring the teaching practices within the course and how those practices are evaluated is warranted. This scoping literature review identified 78 journal articles investigating teaching practices, and we charted their research methods, student outcomes, and institutional contexts. Content analysis found the teaching practices described most frequently in A&P education research literature involved multiple aligned changes across the curriculum, including student activities, course delivery, and assessments. Critical appraisal of study methodologies revealed that most studies in undergraduate A&P were longitudinal, included comparison groups, and used simple inferential statistics. In contrast, few studies listed limitations of their research, collected data from multiple institutions, or reported student demographic data. We believe these factors pose notable limitations to the interpretation of A&P education studies across institutional contexts. The results of this review identify future lines of inquiry to enrich existing evidence about pedagogical interventions in A&P courses.

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An Undergraduate Anatomy Lab Revision Success Story

Cited by 2 publications

References 27 publications

Active Methodologies in Teaching Human Anatomy

Active Methodologies in Teaching Human Anatomy

A scoping review of undergraduate anatomy and physiology education: approaches to evaluating student outcomes in the United States

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