Confessions of a converted anatomist: teaching without anatomical donors

Rompolski, Krista

doi:10.1152/advan.00004.2023

Cited by 2 publications

(1 citation statement)

References 30 publications

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“… 8 On the other hand, other reports support the inclusion of new educational technologies to replace cadaveric dissection. 9 In fact, it is unclear whether to keep utilizing cadaveric dissection as a teaching tool or to substitute it with non-cadaveric methods that make use of the current state-of-the-art technologies. 10 One can see that both sides of this argument are valid after carefully considering it.…”

Section: Introductionmentioning

confidence: 99%

Perceptions and Attitudes of Jordanian Medical Students on Using 3D Interactive Anatomy Dissection in Teaching and Learning Anatomy

Funjan¹,

Ashour²,

Salameh³

et al. 2023

AMEP

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Background and Aims This study evaluates the use of virtual anatomy dissection (Anatomage Table) in teaching anatomy for Jordanian medical students. The study also highlights any gender differences in students’ perception on this method of teaching anatomy. Methods This is a cross-sectional questionnaire-based study that was carried out on medical students enrolled in Al-Balqa Applied University, a Jordanian public university. A group of expert anatomists designed a questionnaire that investigates the students’ perceptions and attitudes toward using virtual anatomy dissection. The questionnaire also investigated student’s opinions and expectations on the impact of using this method on the academic achievement of students. Results The findings of the study showed that most students agreed that Anatomage Table helped them better understand (64.3%) and memorize (64%) anatomy lectures. In addition, most students were interested in using this learning method in lab groups (72.3%). However, the didactic approach that combined anatomical models and the Anatomage Table was preferred over the unilateral approach that included only the Anatomage Table (80.5% vs 30.2%, p <0.001, r =0.9). Of note, there was a statistically significant difference between males and females in their preference for Anatomage Table ( p <0.001), and in their perceptions on the impact of Anatomage Table on understanding of lectures ( p <0.001) and memorization of anatomical structures ( p =0.004). Conclusion The Anatomage Table is a powerful teaching and learning method in undergraduate medical education. Its application to Al-Balqa Applied University has proven to be effective so far. It can be used to overcome the problems facing anatomical education in the college of medicine in Al-Balqa Applied University and perhaps other universities in Jordan, but this needs better cooperation between universities and stakeholders to provide adequate funding for this method.

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Section: Introductionmentioning

confidence: 99%

Perceptions and Attitudes of Jordanian Medical Students on Using 3D Interactive Anatomy Dissection in Teaching and Learning Anatomy

Funjan¹,

Ashour²,

Salameh³

et al. 2023

AMEP

View full text Add to dashboard Cite

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General skills amidst the details: alternative learning objectives and a framework of competencies for human anatomy

Crowther,

VanHeel,

Gradwell

et al. 2024

Advances in Physiology Education

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The field of anatomy is often seen by non-anatomists as concerned primarily with the tasks of locating, naming, and describing structures; these tasks, in turn, are often assumed to require only lower-order cognitive skills (LOCS), i.e., the Knowledge or Comprehension levels of Bloom's taxonomy. Many non-anatomists may thus believe that studying anatomy does not develop transferable higher-order cognitive skills. Published lists of anatomy learning objectives (LOs) might reinforce this view by focusing attention on numerous details of specific structures and regions. To explore this issue further, we have analyzed the structure of published peer-reviewed LOs by characterizing their organization (single-tiered or multi-tiered), inclusion of function, use of action verbs, and dependence on or independence of context. Our results suggest that previously published LO lists, despite their value, may not fully showcase opportunities for students to develop higher-order skills. In the hope of stimulating further discussion and scholarship, we present here a two-tiered framework of human anatomy competencies, i.e., generalizable skills beyond straightforward recognition and memorization. This framework, which is intended to be both student-facing and faculty-facing, illustrates how anatomy courses may be reframed as opportunities to think critically and develop sophisticated, professionally relevant skills.

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Confessions of a converted anatomist: teaching without anatomical donors

Cited by 2 publications

References 30 publications

Perceptions and Attitudes of Jordanian Medical Students on Using 3D Interactive Anatomy Dissection in Teaching and Learning Anatomy

Perceptions and Attitudes of Jordanian Medical Students on Using 3D Interactive Anatomy Dissection in Teaching and Learning Anatomy

General skills amidst the details: alternative learning objectives and a framework of competencies for human anatomy

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