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Design elements of a longitudinal course in human structure
Author(s) -
Metzger Keith,
Gan Patrick,
Rennie William
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.lb1
Subject(s) - gross anatomy , presentation (obstetrics) , session (web analytics) , curriculum , course (navigation) , mathematics education , medical education , dissection (medical) , psychology , cognition , computer science , medical physics , medicine , pathology , engineering , neuroscience , anatomy , radiology , pedagogy , world wide web , aerospace engineering
Human structure, defined here as a spectrum of relationships from cellular to gross, is traditionally taught as a series of relatively short isolated courses that may or may not be integrated. At our School of Medicine, topics encompassed under the umbrella of structure include gross anatomy, embryology, histology, gross/histopathology and clinical imaging. These topics are presented within a single, lab‐based course spanning the first 100 weeks of the four year curriculum. The “Structure” course emphasizes the integration of basic science and clinical concepts in an active learning environment. Learning sessions within the longitudinal course are themselves integrated within each 9–12 week systems‐based course. Design of the Structure course involved a significant degree of input from clinicians who serve as primary facilitators for student learning. Presentation of topics includes: 1) broad primary exposure with subsequent expansion of depth and complexity, 2) an internally integrated organization, in which multiple aspects of individual structural topics are presented in a single session, and 3) use of active pedagogies including small‐group learning and problem‐based dissection. It is our expectation that this approach will facilitate the advancement of students through increasing levels of cognition, promote retention and enhance the clinical application of structural topics.