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Showing 1 to 15 of 165 results
Peer reviewed
Direct linkReyes-Hernández, Cynthia Guadalupe; Carmona Pulido, Juan Manuel; De la Garza Chapa, Roberto Isaac; Serna Vázquez, Ruth Patricia; Alcalá Briones, Ricardo Daniel; Plasencia Banda, Perla Marina; Villarreal Silva, Eliud Enrique; Jacobo Baca, Guillermo; de la Garza Castro, Oscar; Elizondo Omaña, Rodrigo Enrique; Guzmán López, Santos – Anatomical Sciences Education, 2015
Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School…
Descriptors: Anatomy, Peer Teaching, Medical Education, Medical Students
Pizzimenti, Marc A.; Axelson, Rick D. – Anatomical Sciences Education, 2015
In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning…
Descriptors: Learner Engagement, Learning Strategies, Anatomy, Medical Students
Burns, E. Robert; Garrett, Judy – Anatomical Sciences Education, 2015
Correlates of achievement in the basic science years in medical school and on the Step 1 of the United States Medical Licensing Examination® (USMLE®), (Step 1) in relation to preadmission variables have been the subject of considerable study. Preadmissions variables such as the undergraduate grade point average (uGPA) and Medical College Admission…
Descriptors: Academic Failure, Medical Students, College Science, Introductory Courses
Meyer, Amanda J.; Armson, Anthony; Losco, C. Dominique; Losco, Barrett; Walker, Bruce F. – Anatomical Sciences Education, 2015
It has been demonstrated that a positive correlation exists between clinical knowledge and retained concepts in basic sciences. Studies have demonstrated a modest attrition of anatomy knowledge over time, which may be influenced by students' perceived importance of the basic sciences and the learning styles adopted. The aims of this study…
Descriptors: Medical Students, Anatomy, Knowledge Level, Retention (Psychology)
Huitt, Tiffany W.; Killins, Anita; Brooks, William S. – Anatomical Sciences Education, 2015
As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving…
Descriptors: Cooperative Learning, Teamwork, Anatomy, Science Laboratories
Pratten, Margaret K.; Merrick, Deborah; Burr, Steven A. – Anatomical Sciences Education, 2014
The authors describe and evaluate a method to motivate medical students to maximize the effectiveness of dissection opportunities by using In-Course-Assessments (ICAs) to encourage teamwork. A student's final mark was derived by combining the group dissection mark, group mark for questions, and their individual question mark. An analysis of…
Descriptors: Medical Students, Medical Education, Anatomy, Laboratory Procedures
Beale, Elmus G.; Tarwater, Patrick M.; Lee, Vaughan H. – Anatomical Sciences Education, 2014
Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology…
Descriptors: Embryology, Anatomy, Medical Education, Online Courses
Spampinato, Christine M.; Wittich, Christopher M.; Beckman, Thomas J.; Cha, Stephen S.; Pawlina, Wojciech – Anatomical Sciences Education, 2014
Medical professionalism is a multifaceted paradigm and is an essential component of medical education. Gross anatomy is a laboratory to teach professionalism, and promoting critical reflection in medical students is a prerequisite to furthering professionalism. The aim of this study was to determine if professionalism case discussions during a…
Descriptors: Anatomy, Medical Education, Case Method (Teaching Technique), Medical Students
Williams, Austin D.; Greenwald, Emily E.; Soricelli, Rhonda L.; DePace, Dennis M. – Anatomical Sciences Education, 2014
The teaching of gross anatomy has, for centuries, relied on the dissection of human cadavers, and this formative experience is known to evoke strong emotional responses. The authors hypothesized that the phenomenon of cadaver naming is a coping mechanism used by medical students and that it correlates with other attitudes about dissection and body…
Descriptors: Anatomy, Laboratory Procedures, Naming, Coping
Campos-Sánchez, Antonio; López-Núñez, Juan-Antonio; Scionti, Giuseppe; Garzón, Ingrid; González-Andrades, Miguel; Alaminos, Miguel; Sola, Tomás – Anatomical Sciences Education, 2014
Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four…
Descriptors: Anatomy, Audiovisual Aids, Comparative Analysis, Student Attitudes
Jaffar, Akram Abood – Anatomical Sciences Education, 2014
Facebook is the most popular social media site visited by university students on a daily basis. Consequently, Facebook is the logical place to start with for integrating social media technologies into education. This study explores how a faculty-administered Facebook Page can be used to supplement anatomy education beyond the traditional…
Descriptors: Social Networks, Web Sites, Anatomy, Medical Students
Keim Janssen, Sarah A.; VanderMeulen, Stephane P.; Shostrom, Valerie K.; Lomneth, Carol S. – Anatomical Sciences Education, 2014
Hands-on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first-year health profession…
Descriptors: Anatomy, Clinical Experience, Experiential Learning, Medical Students
Hall, Samuel; Stephens, Jonathan; Andrade, Teu; Davids, Joseph; Powell, Matthew; Border, Scott – Anatomical Sciences Education, 2014
Near-peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be…
Descriptors: Anatomy, Peer Teaching, Medical Students, Physicians
Bamber, Andrew R.; Quince, Thelma A.; Barclay, Stephen I. G.; Clark, John D. A.; Siklos, Paul W. L.; Wood, Diana F. – Anatomical Sciences Education, 2014
Attending postmortems enables students to learn anatomy and pathology within a clinical context, provides insights into effects of treatment and introduces the reality that patients die. Rates of clinical autopsies have declined and medical schools have cut obligatory autopsy sessions from their curricula making it difficult to assess medical…
Descriptors: Medical Students, Student Attitudes, Qualitative Research, Focus Groups
Chan, Lap Ki; Sharma, Neel – Anatomical Sciences Education, 2014
The one-minute preceptor (OMP) is a time-efficient, learner-centered teaching method used in a busy ambulatory care setting. This project evaluated the effects of training experienced anatomy teachers in the use of the OMP in the gross anatomy laboratory on students' perceived learning. Second-year medical students from a five-year,…
Descriptors: Experienced Teachers, Medical School Faculty, Teacher Education, Anatomy
