Assessment of anatomy in a problem‐based medical curriculum

Chakravarty, Manoj; Latif, Nasir A.; Abu-Hijleh, Marwan F.; Osman, Mirghani; Dharap, A. S.; Ganguly, Pallab K.

doi:10.1002/ca.20038

Cited by 28 publications

(29 citation statements)

References 7 publications

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“…Many institutions restructured their anatomy courses toward problem-based learning (PBL), (Chakravarty et al, 2005;Azer, 2011), team-based learning (TBL), (Neider et al, 2005;Vasan and DeFouw, 2005;Vasan et al, 2009Vasan et al, , 2011, self-directed learning (Misch, 2002), and CAL (Heylings, 2002;Turney, 2007;McNulty et al, 2009). These changes resulted in the use of prosected specimens and multimedia equipment that, in turn, led to a decrease in time spent on cadaver dissection (Aziz et al, 2002;Nieder and Nagy, 2002;Parker, 2002;Trelease 2006).…”

Section: Introductionmentioning

confidence: 99%

Anatomy education in Namibia: Balancing facility design and curriculum development

Wessels

Vörster

Jacobson

2011

Anatomical Sciences Ed

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The anatomy curriculum at Namibia's first, and currently only, medical school is clinically oriented, outcome-based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed toward simplification of work flow and ease of use by faculty, staff, and students. From the onset, the integration of state of the art technology was pursued to facilitate teaching and promote a student-centered pedagogical approach to dissections. The program, as realized, is comprised of three 16-week semesters with seven hours of contact time per week, namely three hours of lectures and four hours of dissection laboratory and microscopy time. Set outcomes were established, each revolving around clinical cases with integrated medical imaging. The design of the facility itself was not constrained by a legacy structure, allowing the School of Medicine, in collaboration with architects and contractors, to design the building from scratch. A design was implemented that allows for the sequential processing of cadaveric material in a unidirectional flow from reception, to preparation, embalming, storage, dissection, and maceration. Importantly, the odor of formaldehyde typically associated with anatomy facilities was eliminated outside of the dissection areas and minimized within via a high-performance ventilation system. By holistically incorporating an integrated curriculum, facility design, and teaching at an early stage, the authors believe they have created a system that might serve as a model for new anatomy programs.

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Section: Introductionmentioning

confidence: 99%

Anatomy education in Namibia: Balancing facility design and curriculum development

Wessels

Vörster

Jacobson

2011

Anatomical Sciences Ed

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“…If one of the reasons for publishing this article (Patel and Moxham, 2006) is to provide evidence that dissection should be incorporated into the teaching activities as part of a medical curriculum, we believe that it is essential that the authors address other aspects of education in anatomy which is often based on knowledge, skill and attitude (Chakravarty et al, 2005). Since dissection is generally considered as a skill, one wonders if the dissection is integral and constitutes the best approach to knowledge.…”

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confidence: 99%

“…As many modern medical schools do not include dissection as part of the assessment system (Ganguly et al, 2003;Chakravarty et al, 2005), it may be difficult to justify the effort of learning the skill of dissection within a curriculum. This is further complicated by the fact that the students who appear for Board Examinations including the United States Licensing Examination (USMLE) do not have to go through the rigorous procedure of dissection.…”

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confidence: 99%

The new face of the old problem

Ganguly¹,

Sanii²

2006

Clinical Anatomy

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“…Because no evaluation method can test all three aspects of learning: knowledge, attitudes, and skills. 9,10 The teaching system and assessment methods should encourage anatomy teachers to formulate clinically oriented questionnaires, as this contributes to the popularization of anatomy learning through the problem-based approach. This approach is applied to The Gaston Berger University in Saint-Louis.…”

Section: Discussionmentioning

confidence: 99%

Studying Anatomy through a Problem-Based Learning Approach

Nyemb

2017

MOJAP

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Introduction: The problem-based learning is a pedagogical method that seeks to optimize the acquisition of knowledge by taking into account, in particular, principles derived from acquired knowledge in cognitive psychology. We wanted to assess feelings of our students about this approach in anatomy. Materials and methods:Eighty-three undergraduate students took part in the survey. Various activities to introduce problem-based learning in anatomy included lectures, workshops, and demonstrations of mannequins and other composite parts. For each problem, students were divided into small groups to facilitate the use of knowledge gained in anatomy, the discussion and the reasoning. They had time to manage and were evaluated at the end of this learning. An opinion questionnaire was then given to the students to obtain their opinion concerning this teaching method. Students' degree of agreement was measured according to the Likert scale. Results:The behavior of students during this problem-based approach has been very positive in anatomy. For 92% of them, the approach based on problem-based learning in anatomy is a stimulating and intuitive method, even if conventional teaching (lectures) remains unavoidable. Conclusion:The pedagogical experience that we report for a fundamental discipline is limited. However, it testifies to the good receptivity of students in anatomy for the problem-based learning. clinical cases in small groups of students.1 Students take an active role in their learning. Problem-based learning focuses more on the understanding of the clinical case presented than on blind reproduction and memorization. This innovative approach allows better understanding and memorization of facts and principles. In the case of the problem-based learning, teachers have a fundamentally different role, consisting more in listening to and guiding the group's work than in speaking and distributing pedagogical information.The PBL method can be used to introduce students to the pedagogical basics, learning strategies and therapeutic principles during their medical studies. This new way of teaching initiated a small revolution in the medical training community, and has spread around the world. However, this method has been adopted in various ways. Some medical schools have completely changed their curriculum to the profile of problem-based learning. 3 Other schools (such as Saint-Louis Faculty of medicine) have partially integrated problem-based learning into their conventional teaching. 4,5 Despite many studies showing the benefits of problem-based learning, 6 there is still debate about whether problem-based learning can effectively replace traditional pedagogy.1 In Saint-Louis we think that it should not replace conventional teaching, but rather complete it. Anatomy remains one of the most impenetrable disciplines in the introduction of problem-based learning.In practice, students review anatomy in small clinical case discussion groups. The clinical cases are presented in each group, followed by a discussion. Gro...

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Assessment of anatomy in a problem‐based medical curriculum

Cited by 28 publications

References 7 publications

Anatomy education in Namibia: Balancing facility design and curriculum development

Anatomy education in Namibia: Balancing facility design and curriculum development

The new face of the old problem

Studying Anatomy through a Problem-Based Learning Approach

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