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Clinical Cases and TBL in Developmental and Gross Anatomy Course
Author(s) -
Mavrych Volodymyr,
Bolgova Olena,
Seetharama Rao
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.531.11
Subject(s) - gross anatomy , team based learning , medical education , curriculum , class (philosophy) , psychology , medicine , anatomy , pedagogy , computer science , artificial intelligence
The application of clinical cases studies and team‐based learning (TBL) as a component of a developmental and gross anatomy course in the medical school was evaluated. We adopted TBL in teaching first semester students and modified classical TBL to fit our curriculum. The core components of TBL were instituted in 5 clinical cases (CC) sessions and 3 question and answers (Q&As) sessions in the course. Students were surveyed to assess their preference. Respondents (n 76; 83% response) were asked to rate the TBL activity using scale 1–5 (strongly disagree – strongly agree). 74.7% of students admitted that CC sessions gave them an opportunity to integrate Anatomy and Clinical Medicine but only 23.8% of them prefer this activity over the in‐class didactic teaching. 65.1% of respondents acknowledged that CC sessions help them to understand better clinical importance of different anatomical structures and 30.1% thought that they are more confident working with X‐rays, CTs and MRIs. 70.7% of our students feel that TBL activity improves their communication skills and helps them to become a member of a team, 50.8% of respondents believe that this activity helps in overcoming the fear of talking in front of auditoria. 54.2% feel that Q&As sessions help in better understanding of Gross Anatomy material through clinical cases integration and admitted that discussion within the team during the answering is really useful and productive.