The very size and dynamic nature of embryonic development has always made it a difficult topic to teach. The structures are always so small and the changing nature of development means that a feature you identify at any one time is called and becomes something else at a later stage.
Developmental models, the plastic big kind not the "animal models", are useful in that they make tangible the microscopic structures to the students. Models have been in use for some time in the medical teaching of human development with the original plaster models now replaced by commercial modern plastic versions. (More? Educational Models)
Links: Educational Models |
Reviews
Carlson BM. Embryology in the medical curriculum. Anat Rec. 2002 Apr 15;269(2):89-98.
No authors listed A clinical anatomy curriculum for the medical student of the 21st century: developmental anatomy. Clin Anat. 2000;13(1):17-35.
Articles
Elizondo-Omana RE, Guzman Lopez S, Garcia-Rodriguez Mde L. The influence of histology and embryology courses on student achievement in gross human anatomy courses. Med Teach. 2006 Jun;28(4):391.
Nieder GL, Parmelee DX, Stolfi A, Hudes PD. Team-based learning in a medical gross anatomy and embryology course. Clin Anat. 2005 Jan;18(1):56-63.
Drake RL, Lowrie DJ Jr, Prewitt CM. Survey of gross anatomy, microscopic anatomy, neuroscience, and embryology courses in medical school curricula in the United States. Anat Rec. 2002 Apr 15;269(2):118-22.
No authors listed General plan anatomy. Objectives of the teaching of anatomy/embryology in medical curricula in The Netherlands. Appendix 2. Eur J Morphol. 2000 Dec;38(5):355-68. No abstract available.
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