Peer teaching in medical gross anatomy

Improving gross anatomy learning using reciprocal peer teaching

BACKGROUND The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to eval...

Freeze-dried specimens for gross anatomy teaching.

As more and more emphasis is placed on the use of prosected specimens to support teaching and learning of gross anatomy, consideration must be given to developing new methods to preserve human cadaveric material, and in ways which will resist the wear and tear to which they are necessarily subjected. Taxidermists have developed techniques for freeze-drying whole small animals as a method of lon...

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Peer-Assisted Learning in a Gross Anatomy Dissection Course

Peer-assisted learning encourages students to participate more actively in the dissection process and promotes thoughtful dissection. We implemented peer-assisted dissection in 2012 and compared its effects on students' self-assessments of learning and their academic achievement with those of faculty-led dissection. All subjects performed dissections after a lecture about upper-limb gross anato...

The relationships between attitudes, course aims and teaching methods for the teaching of Gross Anatomy in the Medical Curriculum

Recent developments in medical curricula have led to marked changes in the teaching of gross (topographical) anatomy. This has resulted from the belief that anatomy is largely “content-driven” and not “skills-based”. This presentation describes and evaluates, primarily from the perspective of medical students, different methods of teaching anatomy and includes the “teaching” of such skills as: ...