دانلود کتاب Teaching Anatomy: A Practical Guide

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Preface
Contents
About the Editors
Contributors
1: Elements of Successful Adult Learning
Based on Needs
Motivation
Outcome Driven
Active Learning
Reflection
Feedback
Elements of Effective Feedback
Summary
References
2: Learners of a New Generation
The Learner Persona
Differentiate the Constituents of Multigenerational Learning Cohorts
Appreciate Individual Learner Characteristics
Support Varied Learning Styles with a Balanced Educational Approach
Ensure Learner Competence with Innovative Technology
Keep Learners Focused with Active Learning and Frequent Feedback
The Way They Learn
Using “CER” Cycles to Develop Expertise
Conceptualization and Unistructural Understanding
Experience Through Real-World Contexts
Reflection Through Interactive Discourse
“CER” Cycle Success Will Vary By Learner
Strategies to Facilitate Success in Next-Generation Learning
Communicate Clearly Defined Learning Outcomes
Challenge Learners Through Multimodal Learning Paradigms
Provide Guidance for Identification of Authenticated Information
Offer Opportunity for Interactive Social Discourse
Conclusions
References
3: Constructive Alignment: An Outcomes-Based Approach to Teaching Anatomy
Outcomes-Based Education and Outcomes-Based Teaching and Learning
Constructive Alignment
Designing the Intended Learning Outcomes (ILOs)
Designing the Teaching/Learning Activities (TLAs)
Designing and Aligning Assessment Tasks (ATs)
Obtaining a Final Grade
Conclusion
References
4: Using Teaching Assistants in Anatomy
Introduction
Examples of the Teaching Assistant
The Traditional Anatomy Demonstrator
The Senior Anatomy Student: Near-Peer Assistants
Desirable Features of Teaching Assistant Programs
Appropriate Selection and Training
Opportunities for Curriculum Design and Development
Peer Observation
Assessment
Support and Feedback
Reward
Advantages of Using a Near-Peer Approach
Increased Numbers of Available Tutors
Conducive Environment for Questions and Queries
Opportunities for Mentoring and Role Modeling
Increased Knowledge and Understanding in Anatomy of Teaching Assistants
Skill Development of Teaching Assistants
Generally Less Expensive
Effective Outcomes
Designing a Teaching Assistant Program
Identifying Outcomes
Ensuring the Program Is Workable
When and Where to Use Assistants
What to Include in the Training
Evaluating, Reflecting and Improving
Conclusions
References
5: Engaging Residents and Clinical Faculty in Anatomy Education
Rewarding the Resident Teacher
Recruiting Residents
Clinical Faculty
Conclusions
References
6: A Significant Role for Sessional Teachers in the Anatomy Education Landscape
Introduction
Qualifications
Recruitment and Selection
Curricular Roles
Training and Support
Induction
Training
Management
Conclusion
References
7: Preparing the Next Generation of Anatomists Through Training Programs and Professional Development
Defining the Need for Training and Professional Development
Program Planning
Tips for Conducting a Needs Assessment
Seeking External Funding to Support an Educational Program
Additional Planning Considerations
Program Design
Elements of Effective Professional Development
Establishing a Niche/Unique Mission
Initiating and Maintaining Programs
Sound Advertising Strategies
Maximize Your Reach and Keep Registration Simple
Capitalize on Available Resources
Longevity Depends on Champions and Financial Sustainability
Conclusions
References
8: Gamification in Anatomy Education
What Is Gamification?
Pedagogy and Learning Theory in Gamification
Pedagogy
Learning Theory
Examples of Gamified Learning in Anatomy
Digital Gamified Learning
Non-digital Gamified Learning
Coming Up with Ideas for Gamifying Your Teaching
Incorporating Game Elements into Your Teaching
Beyond Game Elements: Creating an Educational Game
Phase 1: Preparation and Design
Phase 2: Development
Phase 3: Formative Evaluation
How to Implement Gamification
Timing of the Game
Pilot Testing
Creating a Narrative Game
Pedagogy and Implementation
Learning Outcomes
An Example of Gamification in Anatomy Education
The Limitations of Gamification
Conclusions
References
9: Anatomy Education to the Public
Background
Reasons for Engaging the Public
Designing Objectives for Engaging the Public
Resources for Engaging the Public
Craft-Based Stations
Play-Doh or Plasticine
Plastic Models
Microscopy
Interactive Media
Body Painting
Ethical Issues
Venues
Funding
Assistance with Engagement
Evaluation of Public Participation
Incorporating Research into Your Engagement Activities
During the Engagement Event
Conclusion
References
10: Giving a Lecture
What to Do Before a Lecture
Formulate the Intended Learning Outcomes
Adopt the Outcome-Based Approach
Write Intended Learning Outcomes
Determine the Content of a Lecture
Help Students to Achieve the Outcomes
Put the Lecture in Its Context
Avoid Overpacking
Rehearse
What to Do During a Lecture
How to Present Yourself
Show Enthusiasm
Speak Enthusiastically and Clearly
Make Eye Contact
Gesture
Walk Around
Dress Appropriately
Use Tools
What to Do in Different Parts of a Lecture
The Introduction of a Lecture
The Body of a Lecture
The Conclusion of a Lecture
Interaction Between the Teacher and Students
How to Prepare Presentation Slides
Background
Text
Short Bullet Points
Simple and Consistent Text Format
Platform Compatibility
Multimedia
Use Good and Relevant Graphics
Elaborate and Progressively Reveal Complex Graphics
Avoid Animation
Use Video
Avoid Chart Junk and Junk Charts
Slides
Integrate Text and Multimedia
Explain Graphics Orally
Leave Space
Use a Consistent Layout
Use B and W Keyboard Functions
Avoid Fancy Slide Transitions
Preparation of Simple Slides
Conclusions
References
11: The Flipped Classroom: Starting with the End in Mind
Introduction
What Is the Flipped Classroom?
How Does the Flipped Classroom Work?
Pre-class Work
In-Class Work
Types of In-Class Activities
Class Size
Classroom Environment
Responding to Students Providing Answers
Post-class Work
Pros and Cons of the Flipped Classroom
Pros
Provides Students with More Control of Their Learning
Increases Accessibility of Course Content
Promotes Student-Centered Learning
Increases Efficiency of Study Time
Supports Professional Behavior
Develops and Improves Problem-Solving Skills
Cons
Relies on Preparation and Trust
Requires Time and Practice to Produce Good Pre-class Work
Requires Time and Practice to Locate Good Pre-class Work
Requires an Investment of Time and Effort by the Students
Conclusion
References
12: Preparing and Recording Lectures for Online Delivery
Historical Background
How Does It Work?
Lecture Recording Systems
Getting Started
Creating a Good Recording
Use of a Lecture in a Curriculum
Advantages of Recording Lectures
Disadvantages of Recording Lectures
Creative Use of Recordings
Proper Use of Recordings
Conclusion
References
13: Evaluating Your Own Performance in a Lecture
Introduction
Student Feedback
Peer Review
Implementation
Giving Feedback
Personal Reflection
Two Bigger Questions Remain
Has Student Learning Been Improved by This Lecture?
Does Evaluation of a Lecture Lead to Improvement of Lecturing?
Conclusions
References
14: Choosing Between Lecture and Briefing Sessions
Introduction
Objective of Teaching Anatomy
Target Audience
Enabling Students to Achieve Outcomes
Traditional Lectures vs. Short Lectures
How Do We Promote Clinical Reasoning and Critical Thinking?
The Briefing Session
Elements of a Briefing Session
Delivering a Briefing Session
Choosing Content and Material for Briefing Session Slides
References
15: Facilitating Small Group Learning
Teaching Pedagogies Using Small Group Discussions
Dissection/Prosection Laboratories
Tutorials
Team-Based Learning (TBL)
Problem-Based Learning (PBL)
Teaching with Simulators
Advantages of Small Group Discussions
Encourages Participation of Students
Improves Communication Skills
Reaches Out to Students with Different Learning Styles
Inculcates Responsibility
Features of a Tutorial Class
Tutorial Objectives
Types of Objectives
Student Preparation
Mode of Presentation
Active Participation of Students
Tips for Facilitating Group Dynamics in a Tutorial Class
Setting Up the Environment
Establishing Ground Rules
Iterating the Principles of the Tutorial Class
Delegating the Responsibility of Learning to Students
Creating a Good Discussion Forum
Engaging Students
Developing a Conducive Learning Environment
Specific Teaching Methods Used for Facilitating a Tutorial Class
Conclusions
References
16: Teaching and Learning Anatomy in a PBL Curriculum
Anatomy Education in a PBL Curriculum
Influence of PBL on Anatomical Knowledge
Teaching Anatomy in a PBL Curriculum
General Aspects of PBL
Learning Anatomy in Tutorial Groups
Formulation of Anatomical Learning Objectives
Discussion of Anatomical Learning Objectives
Role of the Anatomy Teacher
Role of Anatomy Lectures in a PBL Curriculum
Dissection Room: Studying Prosected Specimens and Cadaveric Dissection
Surface Anatomy, Body Painting, and E-Learning
Teaching Materials for Anatomy Education in PBL
Learning Anatomy in a PBL Curriculum
Reproduction of Names and Structures Versus Understanding Signs and Symptoms
Loss of Coherent Mental Representation of the Anatomy of the Whole Body
Conclusion
References
17: Learning and Teaching Anatomy Through Case-Based Learning (CBL)
Defining Cased-Based Learning
The Evidence for CBL
Developing a Case-Based Approach
Writing Cases
Teaching with Cases
Faculty Development
The Learning Environment and Context
CBL and Learning Outcomes in Anatomy
Examples of Cases
Case One: Max and His Muscles
Learning Outcomes
Questions
Comments
Extension of This Case
Learning Outcomes
Questions
Comments
Case Two: Lisa’s Abdominal Pain
Learning Outcomes
Questions
Comments
E-Learning and CBL
Conclusion
References
18: Teaching Anatomy: Effective Use of Modified Team-Based Learning Strategy
Introduction
The Four Essential Principles of TBL
Properly Formed and Managed Teams
Assignments That Promote Team Development and Learning
Student Accountability for the Quality of Individual and Group Work
Frequent and Timely Feedback
The Modified TBL
Phase 1: Individual Pre-Class Work
Phase 2: Readiness Assurance
Individual Readiness Assurance Test (iRAT)
Team Readiness Assurance Test (tRAT)
Clarification Session
Phase 3: Inter-Team Case Application Exercises
Phase 4: End of Module Summative Examination
Implementing TBL
Important Questions to Consider Before Planning TBL
Constructing a TBL Session
Implementing TBL Strategy for the First Time: Starting Small
Faculty and Staff Development
Advantages of TBL Pedagogy
Conclusion
Appendix
Phase 1: Reading Assignment, Pagination from Textbooks
Heart: Anatomy to Comprehend
Content-Specific Learning Topics: Fibrous Pericardium and Serous Pericardium
Embryology to Comprehend
Content-Specific Learning Topics: Formation of the Atrial and Ventricular Septa
Phase 2: In-Class Discussion, iRAT and tRAT
Questions for Application of Knowledge
Phase 3: Inter-Team Case Discussion (Example of a Case)
Phase 4: Module (Thoracic Structures) Exams with MCQ (Examples)
References
19: Giving Feedback to Students
Introduction
Formative Feedback
Directive Feedback
Use of Audience Response System
Use of Electronic Feedback in Midcourse or Quarterly Assessments
Use of Dissection Grading and Formative Practical Tests
Facilitative Feedback
Use of Facilitative Feedback to Promote Holistic Student Development
Communicating Facilitative Feedback
Providing Verbal Feedback to Students
Providing Immediate Feedback
Providing Student-Elicited Feedback
Providing Written Feedback to Students
References
20: Using Body Painting and Other Art-Based Approaches for the Teaching of Anatomy and for Public Engagement
Examples of Anatomical Body Painting
Muscles of Facial Expression and Associated Neurovasculature
Dermatomes
Abdominal Regions, Quadrants and Areas of Referred Pain
Skeletal Anatomy
Advantages of Using Body Painting
Creation of Learning Landmarks
Emphasis on Living Anatomy
Cost-Effectiveness
Positive Learning Environment
Retention of Knowledge
Emphasis on Future Clinical Practice
An Alternative to Cadavers
Use Outside of the Classroom
Using Ultraviolet Body Paints
Designing Body Painting Teaching Sessions
Identify Your Chosen Teaching Session and Learning Outcomes
Design Your Instruction Sheet
Choosing Your Teaching Environment
Sourcing Your Equipment
Assigning Student Roles and Groups
Tips for Using Body Painting Within Anatomy Teaching
Use Within Both Large and Small Group Settings
Consider Students’ Sensitivities and Cultural Perspectives
Allow Photography
Introduce and Demonstrate
Give Students Feedback
Reflect on the Success of the Session
Other Art-Based Approaches to Teaching Anatomy
Life Drawing
Plasticine (Clay) Modelling
Anatomical Cake Baking
Pipe Cleaners
Conclusions
References
21: Evaluating Your Own Performance in Leading a Small Group Discussion
The Aim of Self-Evaluation for Teachers of Small Group Discussions
Tools for Self-Evaluation: Critical Reflection and Feedback
Critical Reflection
Before Small Group Discussions
During Small Group Discussions
After Small Group Discussions
Feedback
Define your Question
Time Your Request for Feedback
Modes of Giving Feedback
Analyse the Feedback Objectively
Implement Changes That Consider the Feedback
Conclusions
References
22: Establishing and Operating a Body Donation Program
Introduction
Regulatory and Governance Obligations
Ethical Obligations
Budget
Facilities
Standard Operating Procedures
Local Community Interactions
The South Florida Body Donation Program
Overview of Program
Initial Contact with Donors
Acceptance and Preparation of Donor’s Body
Use of Donors in Medical Education
Disposition of Donor Remains
Donor Commemoration Service
Conclusions and Recommendations
References
23: Ethical Considerations of Body Donation
Introduction
History of Anatomical Body Procurement
The Role of Body Donation for Ethics in Anatomical Education
Not-for-Profit and For-Profit Body Donation
Monetary Value of Donated Human Tissue
Advertising for Body Donation
Detailed versus Broad Informed Consent
Conclusion
References
24: A Global Geography of Body Acquisition for Anatomy Education: Issues, Challenges and Prospects
Introduction
History of Cadaver Acquisition for Anatomical Examination
Body Acquisition Around the World
Some Factors Influencing Body Acquisition
Economic Factors
Cultural Factors
Sociopolitical Factors
Professional Factors
Community of Practice
Communication with Community
Commemorations and Memorials
Conclusions
References
25: Preparing Students Emotionally for the Human Dissection Experience
Emotional Reactions of Medical Students to Dissection
Main Factors Causing Students’ Emotional Reactions
No Previous Medical Training
Previous Experience with Death and Dying
Sex Differences
Recommended Interventions of Psychological Support
Recommended Interventions Before the Dissection Course Starts
Recommended Interventions on the First Day of the Dissection Course
Recommended Interventions During the Dissection Course
Recommended Interventions After the Dissection Course
Conclusion
References
26: Promoting Active Learning in the Gross Anatomy Laboratory
What Is Active Learning?
The Types of Active Learning Pedagogies
Examples of Active Learning in the Gross Anatomy Laboratory
Problem-Oriented Dissection (POD)
Dissection Peer-Support System (DPSS)
Task-Oriented Practical (TOP)
Teacher–Student Interaction: One-Minute Preceptor (OMP)
The Five Microskills of the One-Minute Preceptor
The Advantages of the One-Minute Preceptor
Summary and Conclusions
References
27: Prosection and Dissection Laboratory Sessions: Design and Implement to Enhance Learning
Introduction
Designing Anatomy Laboratory Activities
Learning Anatomy Using Dissection
Things to Consider
Learning Anatomy Using Prosection
Things to Consider
Learning Outcomes and Activities
Implementing Anatomy Laboratory Activities
Create a Multidimensional Anatomy Laboratory Experience
Integrate with Living Anatomy
Embed Graduate Attributes
Develop a Knowledge and Skills Base for Professional Practice
Develop Effective Communication and Team Skills
Critical Thinking and Self-Directed Lifelong Learning
Ethical Practice
Review and Refine Anatomy Laboratory Activities
Conclusions
References
28: Use of Unembalmed/Fresh Cadavers in Anatomy Teaching
Introduction
Why Unembalmed/Fresh Cadavers?
Precautions
Storage
Use in Educational Programs
Use in Research/Clinical Activity
Conclusion
References
29: Essential E-Learning Methods for Evolving Anatomy Laboratories
The Broad View: An Evolving Spectrum of Anatomy Teaching Laboratories
Producing and Managing Core E-Learning Resources for Anatomy Laboratories
Design and Use Principles for Multi-exercise Laboratory Sessions
Assessing Student Anatomical Knowledge
Laboratory E-Learning Resource Hosting
Virtual Anatomy’s Third Decade and Practical 3D Models for Laboratories
How Has the Promise of Virtual Anatomy Technology Worked Out?
Building 3D Digital and Physical Anatomical Models
Discussion and Future Prospects
References
30: Designing Anatomy Teaching Spaces to Meet the Needs of Today’s Learner
Learning Spaces and Anatomy Pedagogy
Key Design Considerations
Defining Your Needs
Choosing the Right Lights
Reducing Extraneous Noise
Planning for Assessment
The Design Process
Conclusions
References
31: Role of Image and Cognitive Load in Anatomical Multimedia
A Brief History
The Many Dimensions of Instructional Visualizations
Increased Cognitive Load Diminishes Learning
Methods to Reduce Cognitive Load Using Visualizations
Summary
References
32: Essential E-Learning and M-Learning Methods for Teaching Anatomy
Types of Curricula, Methods, and E-Learning Resources
Anatomy E-Learning: Legacy and Curricular Change
Types of Curricula and E-Learning Methods
Learning Theories and Instructional Design Principles
Methods, Media, and Software Tools for E-Learning
Word and Image Processing for E-Documents
Digital Presentations for Lectures and Other Uses
Portable Document Format
E-Books
Video Production and Acquisition
Web Design
Virtual Anatomy, Augmented Reality, and Other Simulation Methods
Quizzes and Self-Assessment
Integrated Self-Learning Modules
Online Hosting Methods for E-Learning and M-Learning Resources
Perspectives for Continuing E-Learning Development and Research
Concluding Remarks
References
33: The Use of Low-Fidelity Models to Enhance the Learning of Anatomy
Examples of Low-Fidelity Anatomical Models
The Midgut Rotation Apron
The Perineal Space Model
The Hair-Band Model of the Digital Extensor Mechanism
The Paper Model of the Muscles
The Inguinal Canal Model
The Pipe-Cleaner Brachial Plexus Model
The Mediastinal Waltz
Features of Low-Fidelity Physical Anatomical Models
Number of Structures
Shape and Surface Details of the Structures
Dimensionality of the Structures
Size of the Structures
Anatomical Relationship
Advantages of Using Low-Fidelity Physical Anatomical Models
Serve as Memory Aids
Arouse Students’ Enthusiasm and Participation
Easy and Inexpensive to Produce
Constructing Low-Fidelity Physical Anatomical Models
Plan: Identify Learning Outcomes and Design the Model
Do: Use the Model
Study: Evaluate the Use of the Model
Act: Improve the Model
Using Low-Fidelity Physical Anatomical Models for Teaching and Learning
Use Models in Both Large and Small Group Settings
Establish the Correlation Between the Model and the Human Body
Involve the Students
Pitch at the Right Level
Give Feedback
Promote Student Reflection
Motivate the Students with Appropriate Immediacy Behaviors
Conclusion
References
34: The Use of Augmented Reality Technology in Medical Museums
Introduction and Historical Background
Augmented Reality Technology
AR Support Systems for Tours in Medical Museums
Tablet AR System (AR Marker and Image Marker)
Head-Mounted Display (HMD) AR System
Limitations and Scalability
Conclusion
References
35: 3D Printing in Anatomy
Introduction
Basics of Additive Manufacturing or 3D Printing
Four Steps to 3D Printing
STEP 1: Choose an Anatomical Model
STEP 2: Refine the Model
STEP 3: Slice the Model
STEP 4: Choose a 3D Printer
Thermoplastic Material: Fused Deposition Modelling (FDM)
Powder Material: Powder Binder Jet Printing
Liquid Resin Material: Stereolithography
Model Making: Old and New
Comparison of 3D Printing to Previous Model-Making Methods
Educational Applications and Benefits
Conclusion
References
36: The Use of Virtual, Augmented and Mixed Reality in Anatomy Education
Introduction
Understanding Virtual, Augmented and Mixed Reality in Anatomical Teaching
Virtual Reality
Recommendations for the Implementation of Virtual Reality
Augmented Reality
Recommendations for the Implementation of Augmented Reality
Mixed Reality
Recommendations for the Implementation of Mixed Reality
Setting Up an Anatomy Laboratory for Virtual, Augmented or Mixed Reality
Deciding on Which Devices to Procure
Cost and Funding Considerations for Laboratory Setups
Building your Own Modules
Pitfalls to Avoid
Conclusion
References
37: The Use of Ultrasound in the Teaching and Learning of Anatomy
Introduction
Advantages of Ultrasound in Anatomy
Noninvasive and Structurally Intact
Active Learning: Application and Review
Clinically Relevant
Challenges of Ultrasound in Anatomy
Access to Resources
Facilitators
Large Class Sizes
Ethical and Cultural Sensitivity
Examples of Ultrasound in the Teaching and Learning of Anatomy
Wrist
Hepatorenal Recess (Morison’s Pouch)
Eye
Heart
Developing Ultrasound Sessions in an Anatomy Curriculum
Identify Ultrasound Session Learning Objectives
Session Scheduling
Facilitator and Equipment Resources
Assessment
Student Feedback
Conclusion
References
38: The Roles of Radiology in Anatomy Education
Introduction
Determining Course Objectives
Overview of Image Types
Obtaining Images
Cadaveric CT Imaging
Manipulating Images
Storing Images
Displaying Images
Implementation
Lectures
Online Lectures
Small Groups
E-Modules
Virtual Dissection
Testing
Creating Examination Questions
Administering the Examination
Grading
Formative Assessment
Practical Notes for Implementation
In-Person Assistance
Access to Images in the Dissection Laboratory
Integration into Subsequent Courses
Economic Costs
Collaborating with Radiologists and Other Experts
Conclusion
References
39: Assessing Anatomy as a Basic Medical Science
Introduction
What Is Assessment?
Why Is There a Need to Assess Student Learning?
Focus of Traditional Assessment Strategies
Assessment Strategies for Twenty-First-Century Medical Education
Rigorous Assessment in Anatomy Knowledge Is Essential
Recommended Best Practices for Anatomy Assessment
Constructive Alignment in Anatomy Assessment
Utility Index of an Assessment System
Validity
Reliability
Educational Impact
Acceptability
Cost/Feasibility
Effective Use of Formative and Summative Assessments
Effective Use of Feedback in Assessment
Assessment Formats in Anatomy
Written Assessment
Multiple-Choice Question
Modified Essay Questions
Long Essays
Assessing Skills
Multi-station Examinations (MSE, e.g., Objective Structured Practical/Clinical Examination, OSPE/OSCE)
Spot Tests
Oral Examination
Portfolio Assessment
Programmatic Assessment
Standard Setting in Assessment
Conclusion
References
40: Developing Multiple-Choice Questions for Anatomy Examinations
Introduction
Test Item Construction
MCQ Types
Common Flaws in Item Writing
Irrelevant Difficulty
Testwiseness
Cognitive Levels of MCQs
Interpreting Examination Results
Other Considerations
Using MCQs on Anatomy Practical Examinations
Using Images in MCQs
Conclusion
References
41: Peer and Faculty Assessment of Nontraditional Discipline-Independent Skills in Gross Anatomy
Introduction
Assessing Nontraditional Discipline-Independent Skills
Peer Assessment
How Do Students Benefit from Performing Peer Assessment?
Faculty Evaluation of Nontraditional Discipline-Independent Skills
Peer and Faculty Evaluation of Nontechnical Competencies of Teamwork as It Relates to the Authentic Learning Environment
Conclusion
References
42: Designing and Using Formative Assessment in Anatomy
The ‘Whats and Whys’ of Formative Assessment
Principles of Formative Assessment
Student-Focused Principles
Educator-Focused Principles
Learning to Learn
Designing and Delivering Formative Assessment
Curriculum Design
When in the Curriculum to Offer Formative Assessment?
Where in the Curriculum to Offer Formative Assessment?
How to Offer Formative Assessments?
How Will Feedback Be Provided?
Providing Guidance and Expectations to Students
Avoiding the Dangers of Over-Packing the Curriculum
Incorporating Formative Assessment into Current Curricula
Creating Engagement Around Formative Assessment
Importance of Educator Commitment
Making Formative Assessment Fun
Involving Students in Creating Formative Assessment
Types of Formative Assessment
Challenges of Designing and Delivering Formative Assessment
Conclusion
References
43: Core Syllabi in Anatomy
Introduction
Defining Terms
Developing a Core Syllabus
Composition of Delphi Panels
Designing the Study
Current Core Syllabi
Medicine
Nursing
Pharmacy
Embryology
Impact
Implementing Core Syllabi
Case 1
Case 2
Conclusion
References
44: Anatomy Education in an Innovative Medical School Curriculum
First Considerations
Match the Curriculum with the Academic Program’s Foundation
Incorporate Faculty into the Planning Process
Know Your Student Base
Current Trends
Use Active Versus Passive Learning
Provide Efficient Laboratories
Vary the Educational Experience
Integrate Anatomy with Clinical Medicine
Establish Opportunities for Longitudinal Learning
Example
Conclusion
References
45: The Role of the Anatomist in Teaching of Nontraditional Discipline-Independent Skills
Nontraditional Discipline-Independent Skills, Competencies, and Attributes
Practical Skills
Interpersonal and Communication Skills
Teamwork and Leadership Skills
Professionalism
Teaching Skills
Promoting Multidisciplinary and Interprofessional Interactions
Effective Incorporation of Nontraditional Discipline-Independent Outcomes into an Anatomy Course
Identifying Outcomes and Setting Clear Expectations
Highlighting Relevance of Skills and Attributes
Ensuring the Course Is Not Overloaded
Establishing Need and Avoiding Repetition
Ensuring Appropriate Skills for Teaching Faculty
Analyzing, Reflecting, and Improving
Conclusion
References
46: Role of Anatomists in Building an Integrated Medical Curriculum
Introduction
Human Morphology: Integrating the Anatomical Sciences
Institutional Governance and Curricular Change
Human Morphology as a Foundation for Integrating the First-Year Basic Science Courses
Establishing New Integrated Courses
Student Assessment
Student Performance in the Integrated First-Year Curriculum
Results of Curriculum Integration on Students and Faculty
Comparison of the Anatomy Teaching Structure in the MSM Curriculum to Other Programs
Summary
References
47: Exploring the Hidden Curriculum in Anatomy Education
Case Examples of the Hidden Curriculum: Laboratory Sessions and Beyond
Anatomy and the Importance (or Not) of Dissection
Conflict-of-Interest (COI) Disclosure Statements
Hidden Curriculum and Anatomy Education: A Brief History
The Language and Structure of the Hidden Curriculum
Where to Find the Hidden Curriculum
How to Explore the Hidden Curriculum: Three Steps
Future Challenges
References
48: Teaching Anatomical Sciences to Dental Students
Introduction
Content of Dental Gross Anatomy Courses
Professional Body Guidelines
Defining Course Content
Delivery of Gross Anatomy Teaching
Interprofessional Education in Dentistry
Curriculum Structure and the Place of Anatomy
Teaching in the Dissecting Room
Benefits of Dissecting Room Teaching
Other Resources for Teaching
When Should Anatomy Be Taught?
Neuroanatomy and Embryology in the Dental Sciences
Assessment of Student Learning
Conclusions
References
49: Negotiation and Assessment as Tools for Tailoring Anatomy Courses to Allied Health Programs
Identifying and Negotiating with Stakeholders: Agreeing on Goals, Cases, and Procedures
Medicine and Physician Assistant Programs
Graduate Nursing Program
Selecting Pedagogical Modalities and Assessments
Medicine and Physician Assistant Programs
Graduate Nursing Program
Conclusion
References
50: Teaching Anatomy to Students in a Physical Therapy Education Program
Reciprocal Peer Teaching
Near-Peer Teaching
The Use of an Audience Response System
Clinical Skills in the Human Anatomy Laboratory
Painting and Drawing Anatomical Relationships
Interprofessional Education
Conclusion
References
51: Research Methods in Anatomy Education
Context of Research in Anatomy Education
Methodological Considerations in Educational Research
From Exploration to Confirmation
Descriptive, Correlational, and Causal Questions
Descriptive Questions
Correlational Questions
Causal Questions
Conclusion
References
Further Reading
52: Scholarship of Teaching and Learning in Anatomy
Local Educational Research Opportunities
National and International Educational Research Opportunities
Societies Active in Anatomy Educational Research
Societies Active in Scholarship of Teaching and Learning and Educational Research in General
Other Conferences That Showcase Medical Education Research
Publishing Opportunities in Anatomy Educational Research
Conclusion
References
Index