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What they need, when they need it. Easy‐to‐assemble custom anatomy modules for the clinical years
Author(s) -
Nievelt Alexander F. H.,
Zumwalt Ann
Publication year - 2007
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.21.5.a198
Subject(s) - gross anatomy , curriculum , schedule , medical education , medicine , anatomy , medical physics , psychology , computer science , pedagogy , operating system
The basic sciences curriculum at the Duke University School of Medicine is compressed into one year. Eight months after completing a 114 hour gross anatomy course, second year students begin clinical rotations. In light of this, the Vice‐Dean matched 3 Ph.D. anatomy instructors with liaisons from Radiation Oncology and OB/GYN. The objective was to create two modules of supplemental anatomy instruction, “Oncoanatomy” and Pelvic Anatomy, tailored to the needs of each department and second year students in rotation. The first module covers anatomy relevant to a particular cancer, the second, female reproductive anatomy and development. Both were created in under 2 months with few additional resources required. The modules share a similar structure. The first half consists of 2 lectures, followed by 2 demonstrations of prosections. The modules also differ significantly. The course objectives differ, due to the particular needs of the audiences. Additionally, the audience (Onco‐: residents, faculty, students vs. Pelvic: students), audience size (12 vs. 6), duration (1 vs. 2 hr), schedule (monthly vs. 3 sessions per 6 wk rotation), involvement of clinical faculty (extensive vs. minimal), and topic (always new vs. always the same) all differ. These differences indicate the degree and ease with which modules can be customized. Reception from students, residents and faculty has been uniformly and strongly positive.