Rethinking gross anatomy in a compressed time frame: Clinical symptoms, not case studies, as the basis for introductory instruction

Zill, Sasha N.

doi:10.1002/ca.23645

Cited by 3 publications

(1 citation statement)

References 87 publications

(117 reference statements)

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“…The value of anatomy knowledge as a cornerstone of clinical practice has been highlighted in numerous publications with many useful teaching innovations designed for improved student learning ( Louw, Eizenberg, and Carmichael, 2009 ; Yammine, 2014 ; Losco et al, 2017 ; Vertemati et al, 2018 ; Singh et al , 2019 ; Zill, 2020 ; Baker, 2021 ). However, the ideal model of best practice anatomy teaching and learning remains an elusive goal under the current climate of an overloaded medical curriculum, limited financial resources, and insufficient anatomy teachers ( Drake et al , 2009 ; Trautman , McAndrew and Craig, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

A pragmatic approach to effective anatomy teaching and learning to medical students: a ten-year experience using evidence-based principles

Goubar¹,

Larach²,

Hindmarch³

et al. 2021

MedEdPublish

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Teaching and learning of anatomy for medical students have been extensively studied. However, we believe that a 'gold-standard' of an anatomy teaching and learning model is difficult to establish as every educational institution faces unique. For the past ten years at the University of Notre Dame Australia, School of Medicine Sydney, the anatomy faculty has implemented evidence-based teaching strategies adopted from medical schools around the world and supported by timely student feedback to deliver cost-effective and sustainable anatomy learning. Student evaluations of this program have been positive and associated with improved summative anatomy results. This article describes ten principles pursued by our faculty, which we hope will help others in restructuring or enhancing their anatomy teaching and learning program.

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Section: Introductionmentioning

confidence: 99%

A pragmatic approach to effective anatomy teaching and learning to medical students: a ten-year experience using evidence-based principles

Goubar¹,

Larach²,

Hindmarch³

et al. 2021

MedEdPublish

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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Flipping Veterinary Biochemistry, Anatomy, and Physiology: Students’ Engagement and Perception

de Brito,

Terrado

2024

Veterinary Sciences

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Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods.

show abstract

Rethinking gross anatomy in a compressed time frame: Clinical symptoms, not case studies, as the basis for introductory instruction

Cited by 3 publications

References 87 publications

A pragmatic approach to effective anatomy teaching and learning to medical students: a ten-year experience using evidence-based principles

A pragmatic approach to effective anatomy teaching and learning to medical students: a ten-year experience using evidence-based principles

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

Flipping Veterinary Biochemistry, Anatomy, and Physiology: Students’ Engagement and Perception

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