Premium
Dyad Pedagogy: Broadening the Learning Agenda in Anatomy with an Eye toward Practice
Author(s) -
Márquez Samuel,
Sherman Lloyd R
Publication year - 2008
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.22.1_supplement.768.13
Subject(s) - psychomotor learning , psychology , dyad , set (abstract data type) , cognition , curriculum , medical education , pedagogy , medicine , social psychology , computer science , neuroscience , programming language
Dyad Pedagogy (DP), a powerful method for acquiring and integrating anatomical knowledge, takes the student beyond the classroom into the workplace. DP has been effectively used in anatomy at SUNY Downstate Medical Center. Sherman and Márquez reported on its positive effect on student performance in 2006 and 2007. Its use in an anatomy course on cadaveric dissection comprising PA and PT students, is reported here. Firstly, dyads were arranged by the instructor, with specific activities thematically and serially organized in accordance with the course objectives. The traditional course was upgraded with new components: written summaries, pre‐ and post‐tests, dissection projects and clinical set‐ups designed to broaden the scope of learning in three dimensions all at once: cognitive, affective, and psychomotor. Evaluation metrics showed dyads functioning at the higher cognitive, affective and psychomotor levels of the Blooms Taxonomies of Learning ‐ most impressive being the levels of student workplace skills: working together, data‐gathering, integration and synthesis, problem‐solving: all behaviors essential to the workplace. By broadening the learning experience to include workplace knowledge and skills, the course ensures that students will achieve robust anatomical knowledge with the added capacity to put that knowledge into practice beyond the classroom, as they pursue their career goals.