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The New Anatomy: Dissectionless But Not Cadaverless
Author(s) -
Slott Phyllis A,
Baker Eric,
Singh Inder Jit,
Cunningham Elena,
Hagens Gunther,
Bromage Timothy,
Fuss Carolyn,
Diwersi Nadine,
Terracio Louis
Publication year - 2006
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.20.5.a885-b
Subject(s) - blackboard (design pattern) , session (web analytics) , intranet , hyperlink , computer science , presentation (obstetrics) , multimedia , world wide web , medical education , the internet , medicine , web page , surgery , programming language
We redesigned our anatomy course for first‐year dental students in order to teach anatomy without student dissections. The first instance of the course was given in the Spring of 2005. Both physical and electronic resources were available. The course was organized into lecture and lab sessions. Lectures were 1–2 hours in length, with a PowerPoint slide presentation. These presentations were also available on Blackboard. Labs had 12–14 students and one faculty member per session. Each student attended 2 3‐hour lab sessions and 1–5 hours of lecture per week. The students studied plastinated prosections, slices, bones and models during lab. Quizzes about the scheduled topic were posted on Blackboard. To prevent students from falling behind in their studies these quizzes had to be submitted prior to lab. The quizzes became unavailable at a posted date and time. A fill‐in‐the‐blanks exit quiz was given on the same topic during the lab session. Three multiple choice exams were also given. Grades were posted to the Blackboard Gradebook. Other electronic resources were provided via links from Blackboard to the school's intranet. The intranet held licensed copies of the Acland videos, the faculty‐generated HTML atlas which contained videos of dissections performed by the faculty, and a licensed link for access to ADAM Online. In order to make it easier to do the assigned readings, HTML‐coded copies of the students’ schedules were on the intranet. Hyperlinks from the schedule to either the Vitalbook, or the Lab Manual allowed opening the relevant section of the reference work.