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Improving analytical reasoning skills in the gross anatomy classroom
Author(s) -
Morton David A,
Bradshaw William S,
Alder Stephen C,
Foreman K Bo,
Bell John D
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.lb5
Subject(s) - class (philosophy) , memorization , active learning (machine learning) , medical education , mathematics education , psychology , socratic method , clicker , medicine , computer science , artificial intelligence , philosophy , epistemology
Experienced physicians indicate the need to improve analytical reasoning skills as opposed to memorizing volumes of factual minutia. To address this need at the University of Utah School of Medicine we sought to improve the gross anatomy course by implementing active learning exercises in the classroom and increasing the rigor of our exams. Students were instructed to learn the basic facts outlined for each lecture prior to class by studying the provided objectives. Class sessions included a variety of short lectures with additional group application exercises focusing on clinical problem solving scenarios related to the lecture material. The didactic principle was to engage students in active learning exercises such as Socratic dialogue or small group discussions. Homework and midterm exams challenged students to analyze anatomic information in a clinical setting. Results demonstrated that students enjoyed active learning as opposed to passive learning. In addition, students responded well to clinical problem solving as opposed to regurgitation of information. We hope to statistically demonstrate that active learning exercises in the classroom and increased rigor of assessments improve students' analytical reasoning skills. [Supported by the Fund for the Improvement of Postsecondary Education (FIPSE) and the Dept. of Neurobiology and Anatomy, University of Utah]