An evidence‐based approach to learning clinical anatomy: A guide for medical students, educators, and administrators

Abstract

The amount of information that medical students learn is voluminous and those who do not use evidence‐based learning strategies may struggle. Research from cognitive and educational psychology provides a blueprint on how best to learn science subjects, including clinical anatomy. Students should aim for high‐cognitive learning levels as defined in the SOLO taxonomy. Using a real‐world example from a modern clinical anatomy textbook, we describe how to learn information using strategies that have been experimentally validated as effective. Students should avoid highlighting and rereading text because they do not result in robust learning as defined in the SOLO taxonomy. We recommend that students use (1) practice testing, (2) distributed practice, and (3) successive relearning. Practice testing refers to nonsummative assessments that contain questions used to facilitate retrieval (e.g., flashcards and practice questions). Practice questions can be fill‐in, short‐answer, and multiple‐choice types, and students should receive explanatory feedback. Distributed practice, the technique of distributing learning of the same content within a single study session or across sessions, has been found to facilitate long‐term retention. Finally, successive relearning combines both practice testing and distributed practice. For this strategy, students use practice questions to continue learning until they can answer all of the practice questions correctly. Students who continuously use practice testing, distributed practice, and successive relearning will become more efficient and effective learners. Our hope is that the real‐world clinical anatomy example presented in this article makes it easier for students to implement these evidence‐based strategies and ultimately improve their learning. Clin. Anat., 2018. © 2018 The Authors. Clinical Anatomy published by Wiley Periodicals, Inc. on behalf of American Association of Clinical Anatomists.

Utilizing Medical Students as Internal Assets to Enhance Gross Anatomy Laboratory Learning

“…However, the relationship between ABC and improved summative written examination performance is interesting, as the summative written examinations consisted of multiple‐choice questions covering multiple disciplines (e.g., histology, physiology, and biochemistry). We postulate that this may be related to the cultivation of such skills as self‐testing and independent learning that come with ABC participation (D'Antoni et al, ). Overall, the ABC activities afforded the student self‐directed learning with immediate formative feedback and proved to be an effective strategy for guiding and enhancing student success in the summative practical and written examinations.…”

Understanding the Implementation of Evidence Based Medicine in Training and Practice

“…This will help transform and refine towards superior learning outcomes as they transition from student to clinician. 7 Practice testing is the method to facilitate retrieval that includes formative assessments which involves flashcard and other such items. Practice testing includes two components, the test format and the dosage.…”

Bioestadística médica y práctica clínica: una necesaria pero poco frecuente relación

“…Se han propuesto y estudiado múltiples modelos de enseñanza en bioestadística, los cuales van desde modelos basados en resolución de problemas, enseñanza cara a cara, uso de herramientas tecnológicas y ambientes virtuales (web-based) 10 . Estos modelos se han ampliado considerablemente 11 , sin embargo, tratándose de bioestadística, la práctica presenta un valor preponderante, de manera que aquellos estudiantes que continuamente la practican y emplean el reaprendizaje sucesivo se convertirán en aprendices más eficientes y efectivos 12 . Esta declaración converge con opiniones de estudiantes, residentes y médicos practicantes, quienes aseguran que la enseñanza en bioestadística debe presentar un enfoque pragmático, lo cual podría contribuir a que la enseñanza en este tópico sea más dinámica y atrayente.…”