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Multiple changes in teaching procedures increase student engagement and success in gross anatomy during revision of a medical curriculum
Author(s) -
Davies David Lewis,
Akhter Noor,
Benes Helen,
Daniel Joseph C.,
Garrett Judith E.,
Hayes Helen R.,
Kandavalli Naveen B.,
Newton Bruce W.,
Phelan Kevin D.,
Syed Mohsin M.,
Watson LaShundra N.
Publication year - 2013
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.27.1_supplement.lb14
Subject(s) - preparedness , gross anatomy , curriculum , medical education , dissection (medical) , team based learning , psychology , medicine , pedagogy , anatomy , management , economics
To improve medical education and student performance, our institution is revamping its preclinical curriculum in two phases. The aim of the first phase is to increase active‐learning strategies and lessen contact hours; followed by a second phase during which discipline‐based courses will evolve into system‐based modules. Here we report the impact of changes in teaching procedures made in a gross anatomy course during the first transitional phase when contact hours were reduced by 25%. Multiple steps were taken to meet curricular goals and still increase student engagement, performance and morale. These included: a) reducing lecture time by 35% and organizing lectures on clinical themes, b) cutting scheduled lab time by 20%, c) increasing dissection team size, d) adding access to a whole body prosection, e) dedicating a lab area for the study of anatomical models and previously dissected regional specimens, f) starting a dissection inspection program, g) issuing team worksheets to document dissection findings and assess preparedness, h) incorporating aspects of team‐based instruction to reinforce or replace lectures, i) holding structured weekly lab reviews. Qualitative faculty assessment indicates that lecture and laboratory participation and performance on intramural examinations are improved, and morale is better. Supported by: UAMS Dept. of Neurobiology and Developmental Sciences.