Talk:ANZACA Meeting 2012 - Embryology
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Cite this page: Hill, M.A. (2024, May 8) Embryology ANZACA Meeting 2012 - Embryology. Retrieved from https://embryology.med.unsw.edu.au/embryology/index.php/Talk:ANZACA_Meeting_2012_-_Embryology |
2008
Modified use of team-based learning for effective delivery of medical gross anatomy and embryology
Anat Sci Educ. 2008 Jan;1(1):3-9.
Vasan NS, DeFouw DO, Holland BK. Source Department of Cell Biology and Molecular Medicine, New Jersey Medical School, Newark, New Jersey, USA. vasanns@umdnj.edu
Abstract
Team-based learning (TBL) is an instructional strategy that combines independent out-of-class preparation for in-class discussion in small groups. This approach has been successfully adopted by a number of medical educators. This strategy allowed us to eliminate anatomy lectures and incorporate small-group active learning. Although our strategy is a modified use of classical TBL, in the text, we use the standard terminology of TBL for simplicity. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL activities that required pre-class reading of assigned materials, an individual self-assessment quiz, discussion of learning issues derived from the reading assignments, and then the group retaking the same quiz for discussion and deeper learning. Students' performances and their educational experiences in the TBL format were compared with the traditional lecture approach. We offer several in-house unit exams and a final comprehensive subject exam provided by the National Board of Medical Examiners. The students performed better in all exams following the TBL approach compared to traditional lecture-based teaching. Students acknowledged that TBL encouraged them to study regularly, allowed them to actively teach and learn from peers, and this served to improve their own exam performances. We found that a TBL approach in teaching anatomy allowed us to create an active learning environment that helped to improve students' performances. Based on our experience, other preclinical courses are now piloting TBL.
PMID 19177372
2002
Embryology in the medical curriculum
Anat Rec. 2002 Apr 15;269(2):89-98.
Carlson BM. Source Institute of Gerontology, University of Michigan, Ann Arbor 48109, USA. brcarl@umich.edu
Abstract
Embryology as a field is in a period of unprecedented change in its knowledge base. Similarly, this is a period of great change in medical curricular planning. One of the most significant questions in embryology education for medical students is how much of the "new" molecular embryology to mix with the "old" developmental anatomy approach. The other question is the most effective venue for instruction in medical embryology. Not all medical curricula have the same objectives; nor do they use the same educational approach. With that in mind, this review outlines several ways in which medical embryology can be offered and how it can be integrated into the medical curriculum. It also lays out topics that are worthy of inclusion in a modern embryology course or sequence. Copyright 2002 Wiley-Liss, Inc.
PMID 12001215
2000
A clinical anatomy curriculum for the medical student of the 21st century: developmental anatomy
Clin Anat. 2000;13(1):17-35.
[No authors listed]
Abstract
An understanding of human developmental anatomy provides a fundamental framework for the accurate diagnosis and proper treatment of patients with congenital clinical entities, a significant population of any medical practice. Therefore, the regard afforded the study of developmental anatomy in the medical curriculum deserves thoughtful attention. In an effort to provide guidance in designing an undergraduate medical curriculum that properly addresses developmental anatomy, the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) developed this clinical anatomy curriculum in developmental anatomy. It outlines the subject matter and principles that will not only allow the physician to recognize and treat congenital diseases, but will also provide a solid basis for the incorporation of future discoveries, particularly in the rapidly evolving field of molecular developmental anatomy. The AACA seeks to ensure that all medical students receive thorough training in developmental anatomy and that each student, regardless of the institution attended, will be exposed to a curriculum that will provide the necessary competence and confidence for the effective practice of medicine in the 21st century. Copyright 2000 Wiley-Liss, Inc. Comment in The American Association of Clinical Anatomists' (AACA) Syllabus on the Developmental Anatomy of the 21st Century. [Clin Anat. 2000]
PMID 10617885
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.
Drake RL, Lowrie DJ Jr, Prewitt CM. Source Department of Cell Biology, Neurobiology, and Anatomy, University of Cincinanati College of Medicine, Ohio, USA. drakerl@ucmail.uc.edu Abstract Directors of courses in the basic anatomical sciences in allopathic and osteopathic medical schools in the United States were surveyed regarding the present composition of their courses. Results indicate the majority of gross anatomy courses are in the range of 126 to 200 total course hours, and that laboratory dissection is a key component of these courses. The majority of microscopic anatomy courses are in the range of 61 to 100 total course hours, generally divided equally between lecture and laboratory components. Additionally, despite the availability of computer technology, microscopes are still used in the vast majority of microscopic anatomy courses. The majority of neuroscience courses are in the range of 71 to 90 total course hours, with most of these hours devoted to lectures. Embryology is usually taught in conjunction with gross anatomy, although some schools present it with the microscopic anatomy course or as a separate course. Most embryology courses are in the range of 6 to 20 total course hours, with only a few having a laboratory component. Copyright 2002 Wiley-Liss, Inc.
PMID 12001219
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Embryology Education
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