Anatomy 1999-2000: the curriculum, who teaches it and how?

Heylings, David

doi:10.1046/j.1365-2923.2002.01272.x

Cited by 210 publications

(225 citation statements)

References 23 publications

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“…10,11 Adequate knowledge of basic sciences such as anatomy, with a strong emphasis on 'clinical application' , logical learning, and developing effective problem solving skills is considered crucial for effective and safe clinical practice. 12,13 Although numerous strategies have been employed to develop these skills, implementing them early in the curriculum can be a great challenge. This is especially so in cases where the students have had little or no previous exposure to active learning and teamwork.…”

Section: Perceptions and Attitudes Of First-year Medical Students On mentioning

confidence: 99%

Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

Inuwa

2012

SQUMJ

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Objectives: Although team-based learning (TBL) is widely used in medical education, its evaluation from the perspectives of the students exposed to it has been limited. This paper reports on a quantitative and qualitative evaluation of perceptions of first year medical students towards TBL. Methods: Lectures in an anatomy course were transformed into a series of TBL sessions for two cohorts of first-year medical students. Each session consisted of pre-class reading, in-class readiness assurance tests, and problem-solving of clinical cases by student teams. At the end of each course, students were surveyed using qualitative and quantitative instruments to assess their perceptions of the strategy. Internal consistency of questionnaire items was determined by a reliability analysis (Cronbach's alpha). Principal component factor analysis and correspondence analysis were conducted on the quantitative data. Open-ended questions were explored by thematic analysis. Results: Students' evaluations indicated that TBL is a welcome alternative to lecture-based teaching; as implemented in this study, it encouraged clinical problem solving and fruitful in-class discussion. Principal component factor analysis identified five factors (Cronbach's alpha 0.602-0.875). However, the majority of students disapproved of mixed gender TBL teams. Most students agreed that the strategy facilitated consistency in their study, generated an increased awareness about selfdirected learning, and had a positive impact on their learning attitudes. Conclusion: TBL is a welcome instructional strategy as reported by our first-year medical students. It was perceived to be a better approach compared to content-based lectures. The effect on actual student performance is currently being investigated. O ne of the global trends in teaching in medical schools has been a move towards more student-centered, integrated, clinical application models. [1][2][3] In addition, teaching strategies that promote active learning and problem-solving are increasingly being advocated. [4][5][6][7] An example of such a strategy that combines features of student-centeredness and problem-solving attributes is team-based learning (TBL). 8 In its classical format, TBL employs a structured three-phase sequence during which learners study an advanced assignment defined by faculty, demonstrate knowledge through individual and group readiness assurance tests (IRATs, GRATs), and apply course concepts to problemsolving exercises designed by faculty and analysed by teams. 9 The method employs strategies that incorporate the effectiveness of small group learning methods like problem-based learning (PBL) into large-group, lecture-oriented sessions. 10,11 Adequate knowledge of basic sciences such as anatomy, with a strong emphasis on 'clinical application' , logical learning, and developing effective problem solving skills is considered crucial for effective and safe clinical practice. 12,13 Although numerous strategies have been employed to develop these skills, implementing t...

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Section: Perceptions and Attitudes Of First-year Medical Students On mentioning

confidence: 99%

Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

Inuwa

2012

SQUMJ

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“…Anatomy instruction in clinical education is confronted with three challenges: first, the integration of basic science with clinical cases (AAMC-HHMI, 2009); second, the general need to shorten formal anatomy instruction to allow for new content to be added to the school-wide curriculum (Drake et al, 2002;Heylings, 2002;Drake et al, 2009;Gregory et al, 2009), while addressing the concern that medical students were ill-prepared in anatomy when entering clerkships and residency programs (Collins et al, 1994;Gordinier et al, 1995;Cottam, 1999;DiCaprio et al, 2003;Prince et al, 2005;Waterston and Stewart, 2005;Fitzgerald et al, 2008); and third, the value of dissection versus, technology-supported alternatives (Latman and Lanier, 2001;Heylings, 2002;McMillen et al, 2004;Granger et al, 2006;Trelease, 2006;Granger and Calleson, 2007;Winkelmann, 2007;Bergman et al, 2008;Trelease, 2008). These challenges have been faced with varying success by a number of medical schools that experimented with the design of their anatomy course .…”

Section: Introductionmentioning

confidence: 99%

Design, implementation, and evaluation of an innovative anatomy course

Rizzolo

Rando

O’Brien

et al. 2010

Anatomical Sciences Ed

100

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Starting in 2004, a medical school gross anatomy course faced with a 30% cut in hours went through an extensive redesign, which transformed a traditional dissection course into a course with a clinical focus, learning societies, and extensive on-line learning support. Built into the redesign process was an extensive and ongoing assessment process, which included student focus groups, faculty development, surveys, and examinations. These assessments were used formatively, to enhance the course from year to year, and summatively, to determine how well the course was meeting the new learning objectives. The assessments from focus groups and faculty development prompted changes in support structures provided to students and the training and preparation of faculty. Survey results showed that, after student satisfaction declined the first year, satisfaction increased steadily through the fourth iteration as the course gained acceptance by students and faculty alike. There was a corresponding increase in the performance of students on course examinations. An additional examination given to students one and a half and three years after their anatomy course ended demonstrated the redesigned course's long-term effectiveness for retaining anatomical knowledge and applying it to clinical cases. Compared to students who took the original course, students who took the shorter, more clinical course performed as well, or better, on each section of the examination. We attribute these positive results to the innovative course design and to the changes made based on our formative assessment program. Anat Sci Educ 3: 109-120, 2010.

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“…This reduction in teaching hours is seen in almost every basic science across the world. In places like United States, United Kingdom, Ireland, Australia and New Zealand, anatomy teaching hours has declined sometimes by as much as 80% 16,17,18 . In the United States, over the period from 2002 to 2009, the instruction hours for neuroanatomy had declined from 96±37 to 79±33 hours, respectively, representing an 18% decrease 19,20,21 .…”

Section: Discussionmentioning

confidence: 99%