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What is Dyad Pedagogy in Anatomical Education?
Author(s) -
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.768.14
Subject(s) - dyad , excellence , curriculum , psychology , matching (statistics) , presentation (obstetrics) , cognition , power (physics) , mathematics education , pedagogy , epistemology , social psychology , medicine , philosophy , statistics , physics , mathematics , quantum mechanics , radiology , neuroscience
Academic education must also be practical. Knowledge and skills acquired in the learning of anatomy should be practicable in the marketplace. Dyad Pedagogy simply avails of the natural dynamic between two individuals with mutual goals ‐ using a curriculum that is “practically”oriented. It's power comes from the very dyad unit itself to promote cognitive, affective and psycho‐motor learning all at once and at the highest levels. Learning is readily measurable by focused performance metrics akin to the taxonomies of learning devised by Benjamin Bloom et al. DP stresses anatomical projects that build knowledge and skills in problem‐solving; research; independent regular performance; quantitative analysis; oral and written presentation; decision‐making; judgment; working collaboratively; ability to self‐learn – all crucial workplace requisites. DP is a “practice‐derived” theory discovered by Sherman at Mount Sinai; it grew out of the efficacy in matching students on tasks, in a buddy‐system model. The idea took on layer upon layer of philosophical, theoretical and practical dimensions as it grew to be the single methodology practiced in Mount Sinai's Center for Excellence in Youth Education. DP fosters development of workplace skills, knowledge and attitudes, as described in the SCANS paper.