A Guide to Competencies, Educational Goals, and Learning Objectives for Teaching Human Embryology in an Undergraduate Medical Education Setting

Das, Manas; Claeson, Kerin M.; Lowrie, D.J.; Bolender, David L.; Fredieu, John R.; Guttmann, Geoffrey D.; Conway, Marianne; Ghosh, Tamojit; Cork, R. John; Padmanabhan, R.; Lee, Lisa M.J.; Williams, James M.; Oberg, Kerby C.

doi:10.1007/s40670-018-0542-5

Cited by 7 publications

(14 citation statements)

References 10 publications

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“…The use of VR technology is an efficient method for remote education [ 14 – 16 ]. Conjoined twins provide a useful topic for case-based learning activities consistent with competency-based learning in embryology [ 44 , 45 ]. Manipulation of 3D anatomical models permit complete visualization of structures from various perspectives and depths.…”

Section: Discussionmentioning

confidence: 99%

Extended reality visualization of medical museum specimens: Online presentation of conjoined twins curated by Dr. Jacob Henle between 1844-1852

Mikami

Hynd

Lee

et al. 2022

Translational Research in Anatomy

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Section: Discussionmentioning

confidence: 99%

Extended reality visualization of medical museum specimens: Online presentation of conjoined twins curated by Dr. Jacob Henle between 1844-1852

Mikami

Hynd

Lee

et al. 2022

Translational Research in Anatomy

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“…; Das et al. ), the number of components within each of these means that they are incredibly detailed and granular, essentially listing all possible processes; the syllabus published by Fayoka et al. is a list of over 250 topics, while Leonard et al.…”

Section: Discussionmentioning

confidence: 99%

“…for the Liaison Committee for Medical Education (LCME) and the Commission on Osteopathic College Accreditation (COCA), is written in the form of learning outcome statements, aims and competencies, it is still extensive, with over 200 primary or secondary level outcomes (Das et al. ). However, we know from the literature that the average teaching time for embryology in most curricula is only 13 or 14 h – so how many institutions truly have time to teach all 700 items on the list (Heylings, ; Drake et al.…”

Section: Discussionmentioning

confidence: 99%

The anatomical society core embryology syllabus for undergraduate medicine

et al. 2019

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A modified Delphi methodology was used to develop a consensus regarding a series of learning outcome statements to act as the foundation of an undergraduate medical core embryology syllabus. A Delphi panel was formed by recruiting stakeholders with experience in leading undergraduate teaching of medical students. The panel (n = 18), including anatomists, embryologists and practising clinicians, were nominated by members of Council and/or the Education Committee of the Anatomical Society. Following development of an a priori set of learning outcome statements (n = 62) by the authors, panel members were asked in the first of a twostage process to 'accept', 'reject' or 'modify' each learning outcome, to propose additional outcomes if desired. In the second stage, the panel was asked to either accept or reject 16 statements which had either been modified, or had failed to reach consensus, during the first Delphi round. Overall, 61 of 62 learning outcome statements, each linked to examples of clinical conditions to provide context, achieved an 80% level of agreement following the modified Delphi process and were therefore deemed accepted for inclusion within the syllabus. The proposed syllabus allows for flexibility within individual curricula, while still prioritising and focusing on the core level of knowledge of embryological processes by presenting the essential elements to all newly qualified doctors, regardless of their subsequent chosen specialty.

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Section: Introductionmentioning

confidence: 99%

“…Several studies have considered defining the core syllabus of anatomical sciences [2][3][4][5][6][7][8][9][10][11][12]. A recent study has defined the desired competencies in embryology for medical students [3]. Another recent study has researched the core syllabus for the teaching of oral anatomy, histology, and embryology to dental students [7].…”

Section: Introductionmentioning

confidence: 99%

A Guide to Competencies, Educational Goals, and Learning Objectives for Teaching Medical Histology in an Undergraduate Medical Education Setting

et al. 2019

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Horizontal and vertical integration within medical school curricula, truncated contact hours available to teach basic biomedical sciences, and diverse assessment methods have left histology educators searching for an answer to a fundamental question-what ensures competency for medical students in histology upon completion of medical school? The Liaison Committee for Medical Education (LCME) and the Commission on Osteopathic College Accreditation (COCA) advocate faculty to provide medical students with a list of learning objectives prior to any educational activities, regardless of pedagogy. It is encouraged that the learning objectives are constructed using higher-order and measurable action verbs to ensure student-centered learning and assessment. A survey of the literature indicates that there is paucity of knowledge about competencies, goals, and learning objectives appropriate for histology education in preclinical years. To address this challenge, an interactive online taskforce, comprising faculty from across the United States, was assembled. The outcome of this project was a desired set of competencies for medical students in histology with educational goals and learning objectives to achieve them.

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A Guide to Competencies, Educational Goals, and Learning Objectives for Teaching Human Embryology in an Undergraduate Medical Education Setting

Cited by 7 publications

References 10 publications

Extended reality visualization of medical museum specimens: Online presentation of conjoined twins curated by Dr. Jacob Henle between 1844-1852

Extended reality visualization of medical museum specimens: Online presentation of conjoined twins curated by Dr. Jacob Henle between 1844-1852

The anatomical society core embryology syllabus for undergraduate medicine

A Guide to Competencies, Educational Goals, and Learning Objectives for Teaching Medical Histology in an Undergraduate Medical Education Setting

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