Premium
Andragogical Integration of Wet & Dry Simulation in the Modern Anatomy Lab
Author(s) -
Chen Wilson,
Benninger Brion Leeroy
Publication year - 2018
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.2018.32.1_supplement.633.7
Subject(s) - kinesthetic learning , curriculum , modality (human–computer interaction) , quality (philosophy) , modalities , dissection (medical) , psychology , medicine , computer science , mathematics education , anatomy , pedagogy , artificial intelligence , philosophy , social science , epistemology , sociology
Dissection has been traditionally heralded as the epitome of anatomical learning, that it cannot be replaced by any other approach. However, this is only partially true in the contemporary timeline in teaching; dissection cannot be replaced, but as a stand‐alone modality it is no longer the best method of cultivating future physicians. The objective of this study is to integrate wet, dry, and mixed simulations in a systematic, andragogical approach into the modern day anatomy curriculum. METHODS Literature search was conducted regarding multimodal stimulation, cognitive load, and hands‐on learning. 7 modalities were added to dissection learning for the multimodal stimulation of today's medical students, including clay & 3D models for palpation, X‐ray for superimposed 3D structure, CT/MRI for cross‐sectional view of 3D structure, SECTRA 3D‐CT for 3D reconstruction, ultrasound for dynamic 2D breakdown of 3D structures, clinical examination to highlight important pathology, and exam/assessment to validate simulation learning. Students were asked to provide feedback on the perceived quality, effectiveness, and enjoyment of the dynamic and integrated learning environment. DISCUSSION Studies have shown that students prefer multimodal learning over single‐mode learning, and prefer kinesthetic (hands‐on) learning above the other visual, auditory, and verbal inputs. The majority of the students reported high satisfaction with the quality, effectiveness, and enjoyment of learning during integrated anatomy lab. The simulation‐integrated learning environment steps away from traditional pedagogical methods and mirrors the technology‐saturated behavior of the millennial student. CONCLUSION With the amount of technological resources available to the modern day medical school, a paradigm shift is needed to evolve from premium but outdated methods of anatomical teaching to one in which dissection is no longer the single centerpiece for the millennial medical student. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .