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Czasopismo

2019 | 78 | 3 |

Tytuł artykułu

A classical model of educational cooperation in Human Anatomy: the Table Leaders

Warianty tytułu

Języki publikacji

EN

Abstrakty

EN
This project has been developed for many years in the Human Anatomy courses. Its good outcomes have been confirmed by years of evidence of excellent results obtained through the learning of Human Anatomy. This method of teaching and learning as one allows students who are taking Human Anatomy classes to receive practical training in small groups and transmit it to their colleagues in the practical training established in the Medical degree. Table Leaders feel rewarded as they learn to speak in public, regularly transmitting the knowledge obtained, and by having to be up to date with their studies. These are all aspects that help, not only the Table Leaders process of learning, but also that of their colleagues, who see closely and carefully anatomical details that help them understand the subject. This method of supporting practical training is always under the supervision of the teacher who develops the practical classes. These Leaders used to pass the test without additional problems. Thus the note was significantly increased versus the class colleagues. (Folia Morphol 2019; 78, 3: 626–629)

Słowa kluczowe

Wydawca

-

Czasopismo

Rocznik

Tom

78

Numer

3

Opis fizyczny

p.626–629,ref.

Twórcy

  • Department of Human Anatomy and Embryology, Faculty of Medicine, Plaza Fragela s/n, University of Cadiz, Cadiz, 11003, Spain
  • Department of Human Anatomy and Embryology, Faculty of Medicine, Plaza Fragela s/n, University of Cadiz, Cadiz, 11003, Spain
  • Department of Human Anatomy and Embryology, Faculty of Medicine, Plaza Fragela s/n, University of Cadiz, Cadiz, 11003, Spain
  • Department of Human Anatomy and Embryology, Faculty of Medicine, Plaza Fragela s/n, University of Cadiz, Cadiz, 11003, Spain
  • Department of Human Anatomy and Embryology, Faculty of Medicine, Plaza Fragela s/n, University of Cadiz, Cadiz, 11003, Spain
  • Department of Human Anatomy and Embryology, Faculty of Medicine, Plaza Fragela s/n, University of Cadiz, Cadiz, 11003, Spain

Bibliografia

  • 1. Anstey LM. “Applying anatomy to something I care about”: Authentic inquiry learning and student experiences of an inquiry project. Anat Sci Educ. 2017; 10(6): 538–548, doi: 10.1002/ase.1690, indexed in Pubmed: 28376275.
  • 2. Bergman EM, van der Vleuten CPM, Scherpbier AJ. Why don’t they know enough about anatomy? A narrative review. Med Teach. 2011; 33(5): 403–409, doi: 10.3109/0142159X.2010.536276, indexed in Pubmed: 21355704.
  • 3. Böckers A, Jerg-Bretzke L, Lamp C, et al. The gross anatomy course: an analysis of its importance. Anat Sci Educ. 2010; 3(1): 3–11, doi: 10.1002/ase.124, indexed in Pubmed: 20058224.
  • 4. Chiu M. Adapting teacher interventions to student needs during cooperative learning: how to improve student problem solving and time on-task. Am Edu Res J. 2016; 41(2): 365–399, doi: 10.3102/00028312041002365.
  • 5. Drake RL, McBride JM, Lachman N, et al. Medical education in the anatomical sciences: the winds of change continue to blow. Anat Sci Educ. 2009; 2(6): 253–259, doi: 10.1002/ase.117, indexed in Pubmed: 19890982.
  • 6. Estai M, Bunt S. Best teaching practices in anatomy education: A critical review. Ann Anat. 2016; 208: 151–157, doi: 10.1016/j.aanat.2016.02.010, indexed in Pubmed: 26996541.
  • 7. Jones DG, Whitaker MI. Engaging with plastination and the Body Worlds phenomenon: a cultural and intellectual challenge for anatomists. Clin Anat. 2009; 22(6): 770–776, doi: 10.1002/ca.20824, indexed in Pubmed: 19585569.
  • 8. King A. Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning. Am Edu Res J. 1990; 27(4): 664, doi: 10.2307/1163105.
  • 9. Kuan EC, Badran KW, Passy V, et al. Medical students’ comfort levels with performing the basic head and neck examination in practice: follow-up during the core clerkship year. J Surg Educ. 2015; 72(1): 117–121, doi: 10.1016/j.jsurg.2014.06.007, indexed in Pubmed: 25168714.
  • 10. Kumar RK, Freeman B, Velan GM, et al. Integrating histology and histopathology teaching in practical classes using virtual slides. Anat Rec B New Anat. 2006; 289(4): 128–133, doi: 10.1002/ar.b.20105, indexed in Pubmed: 16865702.
  • 11. Lazarus L, Sookrajh R, Satyapal KS. Reflective journals: unmasking student perceptions of anatomical education. Folia Morphol. 2017; 76(3): 506–518, doi: 10.5603/FM.a2017.0019, indexed in Pubmed: 28248411.
  • 12. Luetmer MT, Cloud BA, Youdas JW, et al. Simulating the multi-disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound-anchored interprofessional session. Anat Sci Educ. 2018; 11(1): 94–99, doi: 10.1002/ase.1731, indexed in Pubmed: 28914990.
  • 13. Mahajan R, Mohammed CA, Sharma M, et al. Interprofessional Education: An Approach to Improve Healthcare Outcomes. Indian Pediatr. 2018; 55(3): 241–249, indexed in Pubmed: 29629699.
  • 14. Sahota M, Leung B, Dowdell S, et al. Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial. BMC Med Educ. 2016; 16(1): 311, doi: 10.1186/s12909-016-0831-x, indexed in Pubmed: 27955651.
  • 15. Webb N. Peer interaction and learning in small groups. Int J Educ Res. 1989; 13(1): 21–39, doi: 10.1016/0883-0355(89)90014-1.

Typ dokumentu

Bibliografia

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Identyfikator YADDA

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