Anatomy and Embryology Goettingen - 2013 Seminar: Difference between revisions

From Embryology
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==Science Small Class==
==Science Small Class==
[[File:Medicine_computer_lab.jpg|400px]]
[[File:Medicine_computer_lab.jpg|400px]]
[[File:Medicine computer lab.jpg|thumb|Medicine small class computer lab]]
* Earlier group projects in the Science courses had been preparing a poster and a final presentation to the class.
* The online projects also require presentations during their preparation and include a peer assessment process.
{| class="wikitable collapsible collapsed"
! Project Pedagogy
|-
| colspan="2"|[[File:Mark_Hill.jpg|50px]]
These projects extend far beyond the original "research poster concept". It requires ongoing participation from both the teacher and the student, if you are not prepared to have an ongoing contribution, do not even consider setting this type of assessment.
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'''Students'''
* Groups work independently throughout the semester on a specific topic the group has selected within the general topic set by the teacher.
* Groups are assigned randomly by the teacher, do not want "friends" and "non-friends" groups.
* Online work consists of the "project page" and the "discussion page" where student online interaction occurs.
* Face-to-face time is allowed each week in the last 10 minutes of practical classes.
* Projects are also presented to the class at a "work in progress" phase.
* Each student carries out a "online written assessment" of all other projects late in the semester, when groups are near completion.
* Groups then collate and use these "online written assessments" to edit their own project.
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'''Teacher'''
* Designs specific assessment criteria.
* Designs the general topic and allocates groups.
* Provides handouts and brief tutorials each week in practical class time on: basic editing, copyright/plagiarism , reference sources and referencing and uploading images.
* Provides regular in-class advice, online comments and email support to queries and feedback.
* Analyses project "edit history" and "discussion" comments to identify individual students not contributing to the project.
* Analyses the final submitted project providing specific online feedback.
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* Students also submit '''individual assessments''' each week online based upon the practical class they had just completed.
* Listed below are the final group projects (4-5 students/group) submitted between 2009 and 2011 in embryology (ANAT2341) and cell biology (ANAT3231) courses.
====Embryology Group Projects====
{| class="wikitable collapsible collapsed"
! Project Topics
|-
| colspan="2"|[[File:Mark_Hill.jpg|50px]] How do you select a topic?
These project topics supplement content covered in lectures and practicals. Student can apply their understanding of concepts in development to topics that show relevance of embryology research to both basic sciences and clinical medicine.
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* Animal Models - Have been use historically to understand human development. More recently they have been used to understand human disease mechanisms and the potential application of stem cells. The students learn to identify the common features of development in different species as well as the differences between species.
* Diagnostic Techniques - Applies an understanding of the tools available to understand abnormal development. Focussing on how the tools work, what they measure and what they show. The students learn  to firstly identify features of normal development, before they can understand how (and why) abnormal development can be detected.
* Abnormalities - These are a range of (human) developmental abnormalities with a range of developmental origins and affecting different systems. An understanding of normal development, from the course, is required to interpret specific abnormalities. The students learn to identify the main origins of abnormalities (genetic, environmental and unknown), the history of our understanding and how research has progressed in the topic area.
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* '''2009''' - Animal Models: [[2009_Group_Project_1|Rabbit]] | [[2009_Group_Project_2|Fly]] | [[2009_Group_Project_3|Zebrafish]] |  [[2009_Group_Project_4|Mouse]] |  [[2009_Group_Project_5|Project 5 - Frog]] | [[Animal_Development|Related page - Animal Development]]
* '''2010''' - Diagnostic Techniques: [[2010_Group_Project_1|Ultrasound]] | [[2010_Group_Project_2|Chorionic villus sampling]] | [[2010_Group_Project_3|Amniocentesis]] |  [[2010_Group_Project_4|Percutaneous Umbilical Cord Blood Sampling]] |  [[2010_Group_Project_5|Fetal Fibronectin]] |  [[2010_Group_Project_6|Maternal serum alpha-fetoprotein]] | [[Prenatal_Diagnosis|Related page - Prenatal Diagnosis]]
* '''2011''' - Abnormalities: [[2011_Group_Project_1|Turner Syndrome]] | [[2011_Group_Project_2|DiGeorge Syndrome]] | [[2011_Group_Project_3|Klinefelter's Syndrome]] | [[2011_Group_Project_4|Huntington's Disease]] | [[2011_Group_Project_5|Fragile X Syndrome]] | [[2011_Group_Project_6|Tetralogy of Fallot]] | [[2011_Group_Project_7|Angelman Syndrome]] | [[2011_Group_Project_8|Friedreich's Ataxia]] | [[2011_Group_Project_9|Williams-Beuren Syndrome]] | [[2011_Group_Project_10|Duchenne Muscular Dystrolphy]] | [[2011_Group_Project_11|Cleft Palate and Lip]] | [[ANAT2341_2011_Students#Student_Group_Projects|Student Group Projects]]
{| class="wikitable collapsible collapsed"
! Student Contributions
|-
| colspan="2"|[[File:Mark_Hill.jpg|50px]] The assessment criteria requires "an ongoing contribution", how do you identify this?
All pages track all edits made. Using this "edit history" log student contributions can be logged and quantified. A quick audit of this log (simply pasted into a spreadsheet to sort, count and graph) does not identify directly what has been edited, though this can also be done both by see and comparison of content added/removed. It does identify the "low contributors" to both the project and discussion pages. An intergroup comparison can also identify whether some groups are having problems with the work.
An edit audit carried out early enough in the project process, allows both teacher and student to identify this issue.
An equal edit contribution would be shown by an even distribution of slices in the pie diagrams.
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'''2011 Embryology Projects''' Student Edits
<gallery>
File:2011_Project_Group_1_edits.jpg|Group 1
File:2011_Project_Group_2_edits.jpg|Group 2
File:2011_Project_Group_3_edits.jpg|Group 3
File:2011_Project_Group_4_edits.jpg|Group 4
File:2011_Project_Group_5_edits.jpg|Group 5
File:2011_Project_Group_6_edits.jpg|Group 6
File:2011_Project_Group_7_edits.jpg|Group 7
File:2011_Project_Group_8_edits.jpg|Group 8
File:2011_Project_Group_9_edits.jpg|Group 9
File:2011_Project_Group_10_edits.jpg|Group 10
File:2011_Project_Group_11_edits.jpg|Group 11
File:2011_Project_Group_1-11_edits.jpg|All Groups (1-11) edits
</gallery>
|}
{| class="wikitable collapsible collapsed"
! Peer Assessment
|-
| colspan="2"|[[File:Mark_Hill.jpg|50px]] How do you engage the students in the assessment process?
Students present their project in the class and have a set "soft deadline" for completing the project and at this deadline students stop the work on their own project.  An individual assessment item is set where each student looks, using the assessment criteria, at all the other projects. This assessment is pasted on the project discussion page and the students own page. The following week, groups then collate these assessments and have the opportunity to improve their own project based upon these comments.
Note the process also makes the students look at the other projects and see what is "good" and "bad" and use this when they return to work on their own project.
|}
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[[Category:Education]][[Category:2013]]
[[Category:Education]][[Category:2013]]

Revision as of 05:39, 4 December 2013

Online Embryology for Medicine and Science

Dr Mark Hill
School of Medical Sciences, The University of NSW, Australia.

6 December 2013      Dept. of Anatomy and Embryology, University of Goettingen     Translate page - German

Human Carnegie stage 1-23.jpg

Introduction

This presentation will describe my experiences in developing online embryology teaching for medical (large group) and science (small group) student groups.

Medicine large computer lab.jpg Medicine computer lab.jpg
Medicine (large computer lab) Science (small computer lab)
<mediaplayer width='500' height='450' image="http://php.med.unsw.edu.au/embryology/images/4/4e/Human_blastocyst_day_1-6.jpg">File:Human_blastocyst_day_3-6.mp4</mediaplayer>

Embryology Online

Embryology Offline - web material released also as CD (1997) and then DVD (2007) format.

New Wiki Format 2009

  • familiar structure and layout. (the Wiki format)
  • easy to print and search. (print this current page)
  • resolved student navigation issues. (every page has the same navigation and access to student pages)
  • contributions by researchers staff and students. (Researcher Contributions)
  • current research easily added and used by students. (Blastocyst Day 3-6 Movie)


Php-most used browsers May-Oct 2013.jpg Php-most used operating systems May-Oct 2013.jpg
Browser used Browser operating systems

Teaching Contact Hours

Anatomy teaching USA graph.jpg

Trends in anatomy disciplines contact teaching hours based on data from USA survey.[1]

Human development 001 icon.jpg
 ‎‎Human Development
Page | Play

Medicine Large Class

Medicine large computer lab.jpg BGDsmall.jpg
  • Both lectures and laboratories in Medicine and Science can be prepared and presented online. (Lecture, Practical)
  • Online textbooks are directly linked within the classes. (UNSW links)
  • Additional general notes are available for students to use as topic background. (2012)
  • An extensive glossary of terms is provided to aid understanding of terminology. (Glossary, mesoderm)
    • In development everything changes, even the names of structures!
  • Current related clinical and research data, movies and findings can be provided to show relevance of topics. (Research movies)
  • Quizzes available to test student knowledge. (Foundations Quiz)
  • Content can also be modified and used for external education purposes. (Postgraduate Medicine - Maternal-Fetal Medicine Trainees - Renal, K12 - Brain Awareness Week 2012)
Med computer audit June 2012.jpg Online textbook access 2011.jpg
Medicine practicals computer use (2012) Online textbook access (2011)

Medicine - Independent Learning Projects

Cardiac Embryology

The Independent Learning Project (ILP) is intended to provide UNSW medical students with a period of in-depth study that engenders an approach to medicine that is constantly questioning and self-critical. (About ILP)

Science Small Class

Medicine computer lab.jpg


Medicine small class computer lab
  • Earlier group projects in the Science courses had been preparing a poster and a final presentation to the class.
  • The online projects also require presentations during their preparation and include a peer assessment process.
  • Students also submit individual assessments each week online based upon the practical class they had just completed.
  • Listed below are the final group projects (4-5 students/group) submitted between 2009 and 2011 in embryology (ANAT2341) and cell biology (ANAT3231) courses.

Embryology Group Projects


Cite this page: Hill, M.A. (2024, June 1) Embryology Anatomy and Embryology Goettingen - 2013 Seminar. Retrieved from https://embryology.med.unsw.edu.au/embryology/index.php/Anatomy_and_Embryology_Goettingen_-_2013_Seminar

What Links Here?
© Dr Mark Hill 2024, UNSW Embryology ISBN: 978 0 7334 2609 4 - UNSW CRICOS Provider Code No. 00098G
Retrieved from ‘https://embryology.med.unsw.edu.au/embryology/index.php?title=Anatomy_and_Embryology_Goettingen_-_2013_Seminar&oldid=127465’
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