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A Remediation Strategy for Gross Anatomy in the New Horizons Curriculum
Author(s) -
Pizzimenti Marc A
Publication year - 2016
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.30.1_supplement.786.1
Subject(s) - curriculum , plan (archaeology) , medical education , gross anatomy , dissection (medical) , psychology , narrative , medicine , pedagogy , surgery , pathology , biology , paleontology , linguistics , philosophy
An important aspect of curricular design is ensuring that proper contingencies are in place for student remediation. Anticipating and planning for such contingencies, even when these are well‐considered and appropriately timed, often proves difficult when curricula are designed around integrated concepts and early clinical experiences. Although remediation plans are tailored to student needs, certain criteria must be met for the plan to be effective. A student considered for remediation must have completed the course (strand), demonstrated deficiencies that are consistent over the course or within certain parts of the course (strand), and demonstrated success in other parts of the curriculum. Medical gross anatomy has maintained a unique position to ensure adequate laboratory dissection experience that is coupled with concepts that help students integrate anatomy with other aspects of the curriculum. As such, the finalized remediation extends over an 8‐week period where students participate in guided self‐directed activities that were integral to the original course of study. These activities are tailored to student needs and include dissection, online modules, and working through pre‐dissected regions. Additional resources include pre‐recorded lectures and focused faculty interaction. The assessment strategies for the laboratory component were similar to those used in the original course. However, conceptual understanding was assessed using oral presentations, narrative descriptions of the anatomical concepts in clinical vignettes, and the use of multiple‐choice questions. This remediation strategy was designed to ensure students have sufficient knowledge, skills, and attitudes for continued progression through the curriculum.