The availability of teaching–pedagogical resources used for promotion of learning in teaching human anatomy

Abstract

Five hundred students attending higher education institutions in northeastern Brazil responded to questionnaires about their anatomy classes; students represented a variety of different health sciences disciplines. Analysis of the responses revealed the participation of teaching assistants in a large percentage of classes and the use of teaching resources, particularly images, from conventional radiographs to magnetic resonance images. The number of classes for cadaver dissection and the number of students with access to that type of class were small. In most cases, dissection was performed according to anatomic regions or systems. Medicine and nursing students had the highest number of practical dissection classes. Most students were assessed using practical and theoretical tests. Findings revealed conditions similar to those found elsewhere. Resources should be renewed and used to improve teaching for students whose courses demand the study of human anatomy.

Cadaveric dissection as an educational tool for anatomical sciences in the 21st century

“…The findings from these studies suggest that dissection allows students to be close to the reality and that dissection performed in anatomy classes is an important tool for the implementation of education within the post‐mortem paradigm. Moreover, majority of the students were of the opinion that dissection makes learning more dynamic and close to the practical context (Aragão et al, ). Further, it contributes to increasing the confidence of the students by reflecting on their self‐learning abilities towards imbibing anatomical knowledge (Rizzolo and Stewart, ).…”

Peer mentoring program in an interprofessional and interdisciplinary curriculum in Brazil

“…The benefits in initiating the training of teaching skills at the undergraduate level have positive outcomes in the careers of teaching assistants, as demonstrated by Lachman et al () with medical students. A recent study performed by Brazilian colleagues also reported that the participation of teaching assistants in practical classes of anatomy was a common and effective resource used to improve the teaching/learning process (Aragão et al, ). In agreement with the present study, Hughes () showed that in a peer‐assisted learning program implemented in Anatomy and Physiology (Biology course), students who attended five or more peer‐leader sessions (out of thirty) had significantly higher final grades.…”

“…The efficacy of peer mentoring programs in university health courses is well‐established (Frei et al, ; Aragão et al, ) and has been employed in universities worldwide (Frei et al, ; Meinel et al, ; Hryciw et al, ). However, there is an increasing demand for universities to integrate different areas of knowledge and to encourage students to participate in an interprofessional learning experience (Buss, ; Thistlethwaite et al, ; Thistlethwaite, ).…”

Using body donor demographics to assist the implementation of donation programs in Brazil

“…In Brazil, practical classes involving dissection are not always mandatory in human anatomy courses, and the decision to include them is made by each educational institution (Aragão et al, ). However, there is no published national data on the use of cadavers by universities, but merely isolated reports from some universities in some of the states in the federation (Melo and Pinheiro, ; Aragão et al, ; Da Rocha et al, ; Biasutto et al, ; De Oliveira et al, ).…”