NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Andrew S. Cale; Leslie A. Hoffman; Margaret A. McNulty – Anatomical Sciences Education, 2024
Due to the rigor and pace of undergraduate medical anatomy courses, it is not uncommon for students to struggle and fail initially. However, repetition of coursework places an additional burden on the student, instructor, and institution. The purpose of this study was to compare the exam preparation strategies of repeating and non-repeating…
Descriptors: Medical Education, Medical Students, At Risk Students, Anatomy
Peer reviewed Peer reviewed
Direct linkDirect link
Chan, Lap Ki – Anatomical Sciences Education, 2011
Many structures in the mediastinum have asymmetrical relationships. For example, the pulmonary artery is superior to the main bronchus on the left side but is anterior on the right side. The pulmonary trunk is not in the midline, but to the left of the midline, and bifurcates anterior to the left main bronchus. Students often find these…
Descriptors: Anatomy, Medical Education, Teaching Methods, Visual Aids
Peer reviewed Peer reviewed
Direct linkDirect link
Amerongen, Helen – Anatomical Sciences Education, 2011
In redesigning the preclinical curriculum and shifting from a discipline-based approach to an organ system-based approach, faculty at the University of Arizona College of Medicine in Tucson took the opportunity to restructure the sequence of introductory histology content to make it more engaging and relevant. In this article, the author describes…
Descriptors: Curriculum Development, Medical Schools, College Faculty, Universities
Peer reviewed Peer reviewed
Direct linkDirect link
Chan, Lap Ki; Wiseman, Jeffrey – Anatomical Sciences Education, 2011
The one-minute preceptor (OMP) is a time-efficient technique used for teaching in busy clinical settings. It consists of five microskills: (1) get a commitment from the student, (2) probe for supporting evidence, (3) reinforce what was done right, (4) correct errors and fill in omissions, and (5) teach a general rule. It can also be used to…
Descriptors: Laboratory Procedures, Teaching Methods, Anatomy, Clinical Teaching (Health Professions)
Peer reviewed Peer reviewed
Direct linkDirect link
Skinder-Meredith, Amy E. – Anatomical Sciences Education, 2010
Courses in anatomy have traditionally relied on lectures and cadaver dissection laboratories. In speech and hearing sciences, there tends to be less access to cadavers than in medical schools and other allied health professions. It is more typical to use anatomical models, diagrams and lecture slides. Regardless of the resources available, anatomy…
Descriptors: Anatomy, Speech, Undergraduate Students, Cognitive Style
Peer reviewed Peer reviewed
Direct linkDirect link
Elizondo-Omana, Rodrigo Enrique; Morales-Gomez, Jesus Alberto; Morquecho-Espinoza, Orlando; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Garcia-Rodriguez, Maria de los Angeles; Guzman-Lopez, Santos – Anatomical Sciences Education, 2010
Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching…
Descriptors: Thinking Skills, Undergraduate Study, Medical Education, Anatomy
Peer reviewed Peer reviewed
Direct linkDirect link
Estevez, Maureen E.; Lindgren, Kristen A.; Bergethon, Peter R. – Anatomical Sciences Education, 2010
Three-dimensional (3D) visualization of neuroanatomy can be challenging for medical students. This knowledge is essential in order for students to correlate cross-sectional neuroanatomy and whole brain specimens within neuroscience curricula and to interpret clinical and radiological information as clinicians or researchers. This study implemented…
Descriptors: Anatomy, Neurology, Visualization, Medical Students
Peer reviewed Peer reviewed
Direct linkDirect link
Chan, Lap Ki – Anatomical Sciences Education, 2010
A lecture is not necessarily a monologue, promoting only passive learning. If appropriate techniques are used, a lecture can stimulate active learning too. One such method is demonstration, which can engage learners' attention and increase the interaction between the lecturer and the learners. This article describes two simple and useful tools for…
Descriptors: Anatomy, Medical Education, Lecture Method, Active Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Bhangu, Aneel; Boutefnouchet, Tarek; Yong, Xu; Abrahams, Peter; Joplin, Ruth – Anatomical Sciences Education, 2010
Today's medical students are faced with numerous learning needs. Continuously developing curricula have reduced time for basic science subjects such as anatomy. This study aimed to determine the students' views on the relevance of anatomy teaching, anatomical knowledge, and the effect these have on their career choices. A Likert scale…
Descriptors: Anatomy, Cohort Analysis, Longitudinal Studies, Occupational Aspiration