Students developing resources for students

In the twenty-first century, communication has become truly global. Advances in technology have opened up a host of ways in which we are able to communicate to retrieve or pass on information and knowledge. In many cases we have moved from a place-based communication approach to one of increasing mobility. With this shift in approach, it is apparent that effective communication skills are perhaps even more important so that we can connect appropriately with diverse audiences. Despite this, relatively little attention has been paid to training our students in different modes of communication and therefore we may not be fully preparing our students to play their part in the global community. Given anatomy's place within many health-care curricula, an ideal avenue is available for anatomists to take the lead in providing communications skills training for students. There are a variety of approaches, some of which are outlined in this article, which can be used to create appropriate opportunities for developing different communication skills and these can be woven into existing practices to ensure courses do not become overburdened. A sustained approach to communication skills training will help equip our students to communicate easily with the many aspects of modern society.

Section: Anatomy and Communicationmentioning

confidence: 99%

Section: Anatomy and Communicationmentioning

confidence: 99%

Connecting with different audiences: The anatomy of communication is essential

Evans

2012

“…Variation in the amount of peer‐to‐peer teaching could have accounted for some of the differences in module usage, as well as in examination performance. Peer‐teaching is an important component of the learning cycle (Brueckner and MacPherson, ; Pearce and Evans, ). Students that gained a better understanding of a region by using the module might have been more likely to lead a team‐teaching session among their peers.…”

Section: Discussionmentioning

confidence: 99%

“…Second and third year medical students helped develop these activities, which also served to promote vertical integration across the curriculum. Pearce and Evans () found that medical students were more committed to the material when they were actively part of the learning cycle (Pearce and Evans, ), and so student participation was considered here as crucial for ensuring that new program met student needs.…”

Section: Introductionmentioning

confidence: 99%

Independent learning modules enhance student performance and understanding of anatomy

Serrat

Dom

Buchanan

et al. 2014

Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum.

“…Artifacts could also be used as a tool for clinicians during patient/family consultations. Initiatives where students have been responsible for creating learning resources have been reported (Philip et al, 2008; Novak et al, 2011; Pearce and Evans, 2012). For those schools in geographical regions where the availability of resources and technologies is limited, or budgets are restricted, lower fidelity approaches could be used effectively (Chan and Cheng, 2011; Dixit et al, 2018).…”

Section: The Anatomical Project and Studio‐based Learningmentioning

confidence: 99%

Assessing Anatomy Education: A Perspective from Design

Roxburgh

Evans

2021

Medical and healthcare practice is likely to see fundamental changes in the future that will require a different approach to the way in which we educate, train, and assess the next generation of healthcare professionals. The anatomical sciences will need to be part of that challenge so they continue to play a full role in preparing students with the knowledge and ever increasingly the skills and competencies that will contribute to the fundamentals of their future capacity to practice effectively. Although there have been significant advances in anatomical science pedagogy, by reviewing learning and assessment in an apparently unrelated field, provides an opportunity to bring a different perspective and enable appropriate challenge of the current approaches in anatomy. Design learning has had to continually reimagine itself in response to the shifting landscape in design practice and the threats associated with technology and societal change. Design learning has also long used a student‐centric active pedagogy and allied authentic assessment methods and, therefore, provides an ideal case study to help inform future changes required in anatomical learning and assessment.