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Personalizing embryology teaching to increase interest and clinical relevance
Author(s) -
Lyons Virginia
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.827.8
Subject(s) - relevance (law) , embryology , psychology , curriculum , subject (documents) , medical education , engineering ethics , medicine , pedagogy , computer science , anatomy , engineering , political science , library science , law
Due to its relevance in clinical practice, embryology is an important component of the undergraduate medical curriculum. However, for various reasons, many students do not devote sufficient time and effort to mastering this subject. Some students find embryology difficult to understand, and thus dislike and avoid it; others are unaware of its clinical application so they deem it unimportant. Physicians‐in‐training crave patient contact in any form, thus we hypothesized that personalizing embryology with a patient story would increase student interest and motivation to learn. The story was woven throughout the entire course, and the clinical relevance of the material was emphasized. Initial feedback of this approach has been positive. Quantitative and qualitative data regarding this curricular change will be collected at the end of the term.