Team‐based learning methods in teaching topographical anatomy by dissection

Burgess, Annette; Ramsey‐Stewart, George; May, James R.; Mellis, Craig

doi:10.1111/j.1445-2197.2012.06077.x

Cited by 46 publications

(68 citation statements)

References 10 publications

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“…The effectiveness of teaching human topographical anatomy to medical students been recognized for centuries 2 . A way to improve student's learning is to change the method of teaching and allow students to take active participation.…”

Section: Dissection As a Methods Of Teachingmentioning

confidence: 99%

Anatomy teaching – a passion or a profession

Arora¹

2014

IOSRJDMS

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Human anatomy is an important course in the education of medical professionals. The curriculum of anatomy course and different resources used for anatomy teaching helps in better understanding of the subject. According to rules laid down by MCI 1997 the undergraduate student should know about preventive, curative and rehabilitative aspect of medicine 1 . With new approach towards medical education, focus is more on holistic approach of anatomy teaching.Over the past few decades teaching of anatomy by dissection has decreased. Due to opening of many new medical schools and lack of cadaver, anatomical dissection has been on decline. Though there is no significant report about the poor performance of students in their exams, but there is concern about relative lack of anatomical knowledge of students for clinical purpose.

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Section: Dissection As a Methods Of Teachingmentioning

confidence: 99%

Anatomy teaching – a passion or a profession

Arora¹

2014

IOSRJDMS

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“…Students initially wanted to self-select their teams, particularly since they had strong pre-existing connections with their own clinical school colleagues. However, at the end of the seven week course, students felt it had been beneficial to work in their groups of six as selected by the facilitator [12]. Competitive but cooperative relationships were formed within the groups, enhancing peer teaching among the members.…”

Section: What Is Tbl?mentioning

confidence: 99%

“…Although a multiple choice format is appropriate for grading the readiness assurance test, allowing only a "specific choice" within the problem-solving activity phase of TBL "restricts the discussion to predetermined outcomes" [15]. Similarly, the problem-solving activity within our recently reported TBL anatomy by whole body dissection course, involved hands-on cadaver dissection, rather than a paper-based scenario, making it difficult to incorporate a specific choice exam format [12]. However, an advantage of avoiding "specific choice" within the problem-solving activity is that faculty do not need to generate the specific choice questions/answers (MCQs), which can be difficult and time consuming to write [16].…”

Section: Provision Of Immediate Feedback By An Expert Tutormentioning

confidence: 99%

“…Additionally, provision of immediate feedback on test performance contributes to the competitions between TBL teams. Students, both as individuals and as teams, compete to achieve the highest scores [9,12].…”

Section: Provision Of Immediate Feedback By An Expert Tutormentioning

confidence: 99%

“…Michaelsen and Richards (2005) recommend that students be assigned to teams by the facilitator using a transparent process to give each team a diverse mix of students, and ensure that no pre-existing social groupings are formed [11]. We have used facilitator selection ourselves with TBL within an anatomy by whole body dissection course where 24 students from six different clinical schools attend an anatomy elective course for final year medical students [12]. Students initially wanted to self-select their teams, particularly since they had strong pre-existing connections with their own clinical school colleagues.…”

Section: What Is Tbl?mentioning

confidence: 99%

See 2 more Smart Citations

Team-Based Learning in Health Care Education: Maintaining Key Design Elements

Burgess

Mellis²

2015

J Nurs Care

Self Cite

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Introduction: Problem Based Learning (PBL) and Team-based learning (TBL) both provide excellent examples of learner-centred approaches, allowing students to work together to solve professionally relevant problems. Although PBL provides a more traditional example of collaborative learning, TBL has recently gained popularity within health care education. The design of TBL addresses many resource challenges within clinical education including increasing student numbers, and limited availability of teachers who have competing clinical, research and teaching demands. There are also many educational benefits for students that arise from the key design elements of TBL.

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A novel phased‐concept course for the delivery of anatomy and orthopedics training in medical education

Klima¹,

Hepp²,

Löffler

et al. 2016

Anatomical Sciences Ed

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Integration of anatomy and clinical teaching is a theoretical ideal, yet there is a worldwide paucity of such amalgamation. These teaching models provide support for medical trainees, an important element in Germany where orthopedic intern numbers have declined and anecdotal evidence suggests disinterest in orthopedics. The aim of the study was to develop an integrated anatomy-surgical course for undergraduate medical training, assess the model developed, and explore how medical students perceive orthopedics as a career. The course was to deliver medical anatomy and clinical orthopedic training, focusing on interdisciplinary teaching and learning, vertical integration of clinical knowledge and skills, and professional interaction. Survey evaluation of the course and students' perceptions of orthopedic careers was performed, including Likert-type responses rating variables of interest. A phased-concept program of five courses, each optional and under one-week in duration, was developed parallel to the undergraduate medical program. Delivered by anatomists and surgeons, courses included biomechanics, advanced dissection, surgical approaches, casts and implants, and sports medicine. Course data indicate positive support for course format, stimulation of interest, and high clinical relevance. Students are generally interested in surgery, and identify hierarchy, lawsuits, bureaucracy and physical stress as barriers to orthopedic careers. This novel phased-concept successfully delivers combined anatomy and surgery training in a vertically-integrated format while addressing students' clinical and professional skills. The format facilitates an appreciation of potential career options in orthopedics, while fostering professional skills during medical training. Barriers to careers in orthopedics can now be addressed in future courses. Anat Sci Educ 10: 372-382. © 2016 American Association of Anatomists.

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Team‐based learning methods in teaching topographical anatomy by dissection

Cited by 46 publications

References 10 publications

Anatomy teaching – a passion or a profession

Anatomy teaching – a passion or a profession

Team-Based Learning in Health Care Education: Maintaining Key Design Elements

A novel phased‐concept course for the delivery of anatomy and orthopedics training in medical education

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