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When students struggle with gross anatomy and histology: A strategy for monitoring, reviewing, and promoting student academic success in an integrated preclinical medical curriculum
Author(s) -
Hortsch Michael,
Mangrulkar Rajesh S.
Publication year - 2015
Publication title -
anatomical sciences education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.126
H-Index - 51
eISSN - 1935-9780
pISSN - 1935-9772
DOI - 10.1002/ase.1519
Subject(s) - curriculum , gross anatomy , medical education , context (archaeology) , integrated curriculum , intervention (counseling) , process (computing) , medicine , psychology , pedagogy , pathology , computer science , nursing , biology , paleontology , operating system
Gross anatomy and histology are now often taught as parts of an integrated medical or dental curriculum. Although this puts these foundational basic sciences into a wider educational context, students may not fully appreciate their importance as essential components of their medical education and may not develop a sufficient level of competency, as they are not stand‐alone courses. The early identification of medical or dental students who struggle with anatomy or histology and the facilitation of adequate didactic support constitute a significant problem in an integrated curriculum. The timely intervention by an academic review board in combination with an individualized faculty‐mediated counseling and remediation process may provide an effective solution to this problem. Anat Sci Educ 8: 478–483. © 2015 American Association of Anatomists.