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Clinical Anatomy League of University of São Paulo Medical School Methodology: analysis of the impact on student’s learning (721.24)
Author(s) -
Iuamoto Leandro,
Nogueira Thiago,
Sousa Braian,
Ribeiro João,
Hojaij Flávio,
Akamatsu Flávia,
Andrade Mauro,
Jacomo Alfredo
Publication year - 2014
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.28.1_supplement.721.24
Subject(s) - memorization , league , medical education , subject (documents) , mathematics education , psychology , anatomy , dissection (medical) , medicine , computer science , library science , physics , astronomy
Anatomical knowledge plays an important role in medical education and practice. Learning anatomy is frequently associated with memorization. Studies have suggested that the way Anatomy is taught at Medical School is rather inappropriate and that the ability to reason and to apply this knowledge is more important than structure names memorization. The Clinical Anatomy League of University of São Paulo Medical School represents acomplementary way of learning this subject by promoting cadaver dissection activities and lectures that aim to elucidate the clinical and anatomical correlations regarding frequent procedures in the practice of medicine. A 20‐question examination was used to assess the anatomy knowledge of 33 FMUSP students. 14 of those students were League members and the other 19 students composed the control group. The grades of the students on the undergraduate topographical anatomy course and on this research project’s examination were used in order to compare the capability of retaining the anatomy knowledge acquired during the undergraduate course. The data was analyzed on Minitab 16 statistics package. No statistical difference was observed between the grades of the two groups on the undergraduate topographic anatomy course. League members had a better performance on the research project examination. This difference was markedly observed between the more than 1‐year long members and the same grade nonmember students. A still better performance was observed for students who had one full year of activities on the League as compared to students from the same grade that did not, suggesting that it may be an important element for knowledge fixation.