Predictors of academic performance in gross anatomy

Development and initial assessment of a teaching-learning programme in anatomy

“…For example, the consequences of replacing dissection of lower limb by work on prosected specimens and within a much reduced time framework have been studied by Sinclair (1965), and more recently the same author (Sinclair, 1972) has assessed the effect of a reduced time allocation on the recall of anatomical data. Perhaps surprisingly, in view of the frequent necessity to curtail courses and consequently to define ‘relevance’ and ‘core’, there has been little reference to the use of objectives (Moffat, Jacobs, and Metcalf, 1971) or to the definition of objectives in terms of ordered behavioural outcomes (Gronlund, 1970). Though the techniques of small group discussion have previously been used within an anatomy department (Abercrombie, 1969; Johnson, 1950) for their broad educational value, they were only peripherally applied to teaching programmes in the subject.…”