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iMorphology: integrative, blended teaching of anatomy and diagnostic imaging
Author(s) -
Streicher Johannes
Publication year - 2010
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.24.1_supplement.826.3
Subject(s) - dissection (medical) , curriculum , medical physics , radiology , computer science , medicine , medical education , multimedia , psychology , pedagogy
In integrated curricula anatomy teaching frequently integrates chronologically with other subjects, but fails to integrate with regard to contents; especially, if higher numbers of students shall be taught in small groups. This was also the case in the first approach at the medical university of vienna, where 720 students are enroled per year. After evaluation giving unsatisfactory results, we have now elaborated the iMorphology‐concept for integrated teaching of anatomy and diagnostic imaging. In the same module, students switch between anatomical preparation of an organ system at the dissection hall and according case‐based learning of diagnostic imaging of the respective organ system guided by radiologists. In the dissection hall, ceiling mounted iMacs provide the students with the images from these cases, additional clinical cases, preparation‐videos, videos of relevant surgical/clinical interventions, animations illucidating developmental processes, and 3D‐reconstructions from cross‐sectinal image series. Assessment combines immanent evaluation of dissection and respective background knowledge, mutual cooperative teaching of students among each other, and diagnostic imaging‐tests using interactive learner response devices. With this blending of learning and testing approaches, we achieve faster, indepth and crosslinked understanding of morphology in a yet very limited time frame.