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Integrating Online Lessons for Learning in the Anatomy Laboratory
Author(s) -
Petrik Erin,
Doubleday Alison F.
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.530.12
Subject(s) - gross anatomy , curriculum , dissection (medical) , medical education , process (computing) , resource (disambiguation) , online learning , medicine , anatomy , computer science , medical physics , psychology , multimedia , pedagogy , computer network , operating system
Although dissection is the primary vehicle for learning in the gross anatomy laboratory, students often find that integrating functional information about anatomical structures into the dissection experience is particularly challenging. At University of Illinois at Chicago, College of Dentistry, the anatomy faculty has started incorporating online lessons and videos into the anatomy curriculum. These online resources are viewed by students in advance of the relevant dissection lab and serve as a way to bridge functional information with the structures identified during lab. Upper‐level students play a leading role in resource development and appropriate clinicians provide peer review prior to implementation. Objective In this poster we highlight the process of development for a specific online lesson that examines the anatomy and clinical relevancy of the trigeminal nerve. We also report results of student surveys investigating usage data after implementation, as well as the results of pre and post tests to gauge student understanding and retention of lesson content. Grant Funding Source : AAA