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Integration of PBL cases into gross anatomy laboratory experiences followed by a modified TBL formative assessment: pedagogy using the best of both worlds
Author(s) -
Wisco Jonathan J.,
Korin Tatum Langford,
Wimmers Paul,
Stark M. Elena
Publication year - 2012
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.26.1_supplement.13.5
Subject(s) - formative assessment , curriculum , medical education , problem based learning , team based learning , gross anatomy , teamwork , psychology , medicine , mathematics education , pedagogy , anatomy , political science , law
A hybrid curriculum consisting of PBL, small group learning, didactics and laboratory activities often lack pragmatic continuity of educational experiences. In this study, we ascertained student opinions of PBL integration with gross anatomy lab sessions covering topics of the head and neck, thorax, abdomen and pelvis. Student anatomy teams in 2010 were asked to answer PBL integration questions at the end of 5 (of 8) lab sessions. Eleven 1 st year student volunteers participated in a 1‐hr semi‐structured focus group to assess the experience. Proceedings were recorded (students’ identification was anonymous) and transcribed. Students expressed that 1) PBL was an important feature of the overall curriculum, helpful for learning lecture material in greater depth, and essential for achieving active and critical learning, teamwork, and literature search skills; and 2) a didactic approach to integration questions throughout lab exercises with a discussion of the answers at the end of lab, and standardized instruction by tutors on follow‐up PBL sessions would be very helpful to their experience. Based on this feedback, we are currently repeating the study in 7 similar laboratory sessions, this time adding a modified TBL component for formative assessment. We discuss the evolution of anatomy pedagogy from a stand‐alone course to a fully integrated foundational experience in our medical curriculum.