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Zhang, Guiyun; Fenderson, Bruce A.; Schmidt, Richard R.; Veloski, J. Jon – Anatomical Sciences Education, 2013
Untimed examinations are popular with students because there is a perception that first impressions may be incorrect, and that difficult questions require more time for reflection. In this report, we tested the hypothesis that timed anatomy practical examinations are inherently more difficult than untimed examinations. Students in the Doctor of…
Descriptors: Anatomy, Timed Tests, Difficulty Level, Allied Health Occupations Education
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Lazarus, Michelle D.; Chinchilli, Vernon M.; Leong, Shou Ling; Kauffman, Gordon L., Jr. – Anatomical Sciences Education, 2012
The evolution in undergraduate medical school curricula has significantly impacted anatomy education. This study investigated the perceived role of clinical anatomy and evaluated perceptions of medical students' ability to apply anatomical knowledge in the clinic. The aim of this study was to develop a framework to enhance anatomical educational…
Descriptors: Medical Education, Medical Students, Medical Schools, Physical Examinations
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Goldman, Evan – Anatomical Sciences Education, 2010
This article illustrates details of the planning, building, and improvement phases of a cost-efficient, full-dissection gross anatomy laboratory on a campus of an historically design-centric university. Special considerations were given throughout the project to the nature of hosting cadavers in a building shared amongst all undergraduate majors.…
Descriptors: Anatomy, Graduate Medical Education, Laboratories, Educational Facilities Planning
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Pearson, William G., Jr.; Hoagland, Todd M. – Anatomical Sciences Education, 2010
By design or default, anatomy educators are often responsible for introducing students to medical professionalism. Although much has been said about the role of anatomical education, there are no published reports suggesting how to measure change. This study investigated what professionalism attitudes, if any, change during a gross anatomy course.…
Descriptors: Altruism, State Colleges, Medical Schools, Interaction
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DiLullo, Camille; Morris, Harry J.; Kriebel, Richard M. – Anatomical Sciences Education, 2009
Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem-based learning (PBL). The faculty facilitated small…
Descriptors: Medical Education, Medical Students, Group Discussion, Physical Examinations