Dyad Pedagogy in Practical Anatomy: A Description of the Implementation and Student Perceptions of an Adaptive Approach to Cadaveric Teaching

Autor/inn/en	Cullinane, Dearbhla P.; Barry, Denis S.
Titel	Dyad Pedagogy in Practical Anatomy: A Description of the Implementation and Student Perceptions of an Adaptive Approach to Cadaveric Teaching
Quelle	In: Anatomical Sciences Education, 16 (2023) 1, S.99-115 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cullinane, Dearbhla P.) ORCID (Barry, Denis S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2184
Schlagwörter	Anatomy; Laboratory Procedures; Human Body; College Students; Foreign Countries; Science Laboratories; Laboratory Training; Electronic Learning; Science Instruction; Teaching Methods; Instructional Effectiveness; Blended Learning; Medical Students; Independent Study; Hands on Science; Student Attitudes; Undergraduate Students; Medical Education; Ireland + Suchen Sie Ihr Suchwort? Anatomie; Laboruntersuchung; Menschlicher Körper; Collegestudent; Ausland; Laborkunde; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Selbststudium; Schülerverhalten; Medizinische Ausbildung; Irland
Abstract	Prior to the challenges imposed by the COVID-19 pandemic, anatomy practical sessions at Trinity College Dublin involved eight to 10 students per donor station, rotating between digital learning, anatomical models/osteology, and dissection activities for three hours weekly. To maintain cadaveric participation in the anatomy laboratory while adhering to distancing guidelines, a transition to dyad pedagogy was implemented. This mode of delivery allowed two students per donor station to spend one hour per week in the anatomy laboratory with all digital learning elements transferred to the virtual learning platform Blackboard as pre- and post-practical session learning activities. Dyad pedagogy has been explored in clinical settings and simulation procedural-based training but is yet to be fully verified in anatomy education. To determine the effectiveness of hybrid practical sessions and reduced donor to student ratios, the opinions of first year medical students were examined using an online questionnaire with a 51% response rate. Although students recognized the merits of more time in the anatomy laboratory, including opportunities for self-directed study and exposure to anatomical variation, they felt that having two students per station enabled sufficient hands-on time with the donor body and fostered learning opportunities that would not be possible with larger groups. Strong preferences for quality time with the donor body supported by online resources suggests this modality should be a key consideration in course design for anatomy curricula and emphasizes the importance of gauging students' preferences to optimize satisfaction and learning output when pivoting to blended learning strategies in anatomy education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01