Experience from an Optional Dissection Course in a Clinically-Orientated Concept to Complement System-Based Anatomy in a Reformed Curriculum

Autor/inn/en	Eppler, Elisabeth; Serowy, Steffen; Link, Karl; Filgueira, Luis
Titel	Experience from an Optional Dissection Course in a Clinically-Orientated Concept to Complement System-Based Anatomy in a Reformed Curriculum
Quelle	In: Anatomical Sciences Education, 11 (2018) 1, S.32-43 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eppler, Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1707
Schlagwörter	Anatomy; Laboratory Procedures; Medical Education; Medical Students; Dentistry; Science Curriculum; Curriculum Development; Educational Change; Foreign Countries; Undergraduate Students; Required Courses; Science Tests; Multiple Choice Tests; Knowledge Level; Grades (Scholastic); Pretests Posttests; Science Achievement; Australia; New Zealand + Suchen Sie Ihr Suchwort? Anatomie; Laboruntersuchung; Medizinische Ausbildung; Zahnmedizin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Ausland; Pflichtkurs; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Wissensbasis; Notenspiegel; Australien; Neuseeland
Abstract	Profound anatomical knowledge is the basis for modern demands in medicine and surgery, but many countries worldwide including Australia and New Zealand have discontinued offering dissection courses to medical and dental students during the past decades. This educational project done in Australia aimed at enhancing basic and advanced anatomy teaching by engaging a sub-group of second-year undergraduate students of a compulsory prosection- and model-based anatomy course (n = 54/170) in an optional multimodal course, which should easily articulate with a vertical curriculum. With topographical cadaver dissections as core, peer student-teams prepared and peer-assessed anatomy lectures based on clinical topics, which were rated highly by the peers and teachers. Anatomical knowledge was tested by quizzes and a multiple-choice examination. Individual dissection skills were self- and teacher-assessed. A final course grade was assigned based on these assessments. The grades in the system-based compulsory course achieved by the attendees of the paralleling dissection course were compared with their peers attending other optional courses. After beginning of the semester, the students in the dissection course performed similar, significantly (P < 0.005) improved during the semester (78.5% vs. 69.9%, 70.1% vs. 64.1%), but in the integrated (including anatomy, biochemistry, physiology) final examination at the end of the year only tended to higher scores. As assessed through interviews and a voluntary questionnaire, all students of the optional dissection course liked these activities, which enhanced their learning experience. Thus, this concept elegantly integrates anatomical dissection with modern teaching demands and is feasible for implementation in modernized curricula. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01