Design, Implementation, and Evaluation of an Innovative Anatomy Course

Autor/inn/en	Rizzolo, Lawrence J.; Rando, William C.; O'Brien, Michael K.; Haims, Andrew H.; Abrahams, James J.; Stewart, William B.
Titel	Design, Implementation, and Evaluation of an Innovative Anatomy Course
Quelle	In: Anatomical Sciences Education, 3 (2010) 3, S.109-120 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.152
Schlagwörter	Anatomy; Courses; Medical Education; Course Evaluation; Formative Evaluation; Summative Evaluation; Instructional Effectiveness; Faculty Development; Student Attitudes; Focus Groups; Student Surveys; Curriculum Design; Tests; Recall (Psychology); Connecticut + Suchen Sie Ihr Suchwort? Anatomie; Kursangebot; Medizinische Ausbildung; Unterrichtserfolg; Schülerverhalten; Schülerbefragung; Lehrplangestaltung; Examination; Prüfung; Examen; Abberufung
Abstract	Starting in 2004, a medical school gross anatomy course faced with a 30% cut in hours went through an extensive redesign, which transformed a traditional dissection course into a course with a clinical focus, learning societies, and extensive on-line learning support. Built into the redesign process was an extensive and ongoing assessment process, which included student focus groups, faculty development, surveys, and examinations. These assessments were used formatively, to enhance the course from year to year, and summatively, to determine how well the course was meeting the new learning objectives. The assessments from focus groups and faculty development prompted changes in support structures provided to students and the training and preparation of faculty. Survey results showed that, after student satisfaction declined the first year, satisfaction increased steadily through the fourth iteration as the course gained acceptance by students and faculty alike. There was a corresponding increase in the performance of students on course examinations. An additional examination given to students one and a half and three years after their anatomy course ended demonstrated the redesigned course's long-term effectiveness for retaining anatomical knowledge and applying it to clinical cases. Compared to students who took the original course, students who took the shorter, more clinical course performed as well, or better, on each section of the examination. We attribute these positive results to the innovative course design and to the changes made based on our formative assessment program. (Contains 5 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10