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Humanities in gross anatomy project: a humanistic learning tool
Author(s) -
Canby Craig A.,
Bush Traci
Publication year - 2009
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.23.1_supplement.475.7
Subject(s) - humanism , tribute , curriculum , gross anatomy , psychology , narrative , pedagogy , medical education , medicine , anatomy , art , literature , art history , political science , law
Gross anatomy affords physical therapy students an opportunity to discover human morphology through intimacy with the dead. Moreover, it also socializes future physical therapists to the humanistic aspects of the profession. In 2007, faculty decided to socialize students to the humanities with a new course requirement: Humanities in Gross Anatomy Project (HuGA) Project. At the end of the course, students submitted a project that described how the student had been personally touched by the donor's gift and how the gift contributed to their professional growth and education. The submission could be a narrative, poem, song, video, etc. All students performed admirably; thus taking the first step in socializing themselves to their professional education. The overall success of the HuGA Project may be exemplified by these excerpts from a submitted poem as a tribute to a great teacher ‐ the donor: "But this lifeless body, told stories to us Through arteries, veins, and the things that we touched She taught me respect, and I learned what it means To work with integrity, to work professionally Her gift truly selfless, her choice such a gift" Providing students with humanistic learning opportunities early within the curriculum, facilitated reflective learning. The utilization of reflection as it relates to clinical decision making and client interaction is critical for physical therapy practice.