The Downstate Video Atlas of Anatomy, a Project Powered by Dyad Pedagogy

Abstract

The medical school curriculum reform movement requires an effective method of eliciting leadership, independent research and productivity from each student. Dyad pedagogy has been demonstrated to answer this call. Working only in groups of two, a student worked with SUNY Downstate faculty members to create an expansive video atlas of anatomy. Production was labor intensive, ultimately generating 37 videos, each profiling an anatomical region. The application of dyad pedagogy allowed for constant feedback and refinement of the videos, optimizing them as a learning resource for the student body. Activity logs indicated that 38.6% of physician assistant and 25.5% of medical students (n=158 and 102 respectively) watched the videos 5 or more times. Usage increased up to 657% of average in the days before an exam. The significant percentage of students who repeatedly returned to the resource, as well as the usage peaks before a test day impy active utilization of the videos as a study tool. Informal surveys as well as unsolicited reviews from the class indicated enthusiasm and appreciation for the videos, confirming the success of the project and of dyad pedagogy in fueling the endeavor.Grant Funding Source : SUNY Downstate College of Medicine

Dyad pedagogy in practical anatomy: A description of the implementation and student perceptions of an adaptive approach to cadaveric teaching

“…For anatomy, the concept of dyad pedagogy has been examined at Downstate Health Sciences University, New York (Sherman & Márquez, 2006 ; Márquez & Sherman, 2009 ; Noronha et al, 2010 ; Blumenberg et al, 2011 ; Blumenberg & Márquez, 2012 ). One area in particular has looked at the integration of dyad pedagogy and technology to bolster anatomy learning by having student dyads create video projects in the anatomy laboratory.…”

“…The presentation is then video‐recorded using high‐definition recording devices and thereafter posted to the Intranet (a private online network) for their classmates to use during review and study (Noronaha et al, 2010 ). The result is an online atlas of anatomy videos with clinical insights that augment the learning of gross anatomy (Blumenbery & Márquez, 2012 ). As measured by online activity logs, their value is evidenced by the frequency in which these videos are viewed, specifically when approaching examination periods.…”