Introducing cadaveric dissection to teach Anatomy for Human and Health Science
Zubeyde Bayram-Weston Lecturer
College of Human and Health Sciences
John Knight, Maria L. Andrade and Sam Webster
We propose to re-design and develop the existing laboratory session which takes place in the various modules in The College of Human and Heath Science (CHHS). We aim to introduce cadaveric dissection to the module to encourage group work and discussion to promote deep learning and discover the effects of a student centred approach.
The aim of this laboratory session is to develop student’s understanding of the anatomy and Physiology of the nervous system. This laboratory session is taught to a maximum of 25 students at a time from each undergraduate group. A total of 150 Students will be taught during the first and second semester. The practical laboratory is designed to be aligned with the LOs of each module and tests 2-3 LOs of the nervous system.
Research shows that students prefer diverse learning approaches while learning anatomy. For this reason we have re-designed this new Anatomy laboratory session to enhance the students experience. Anatomy teaching is generally delivered with a didactic approach where the lecturer shows the relevant body parts in allocated sessions. However recent research has shown that social activity within a group of students via interactive discussion enhances the learning experience. Students learn more effectively by active learning when a written presentation is combined with practical tasks.
We have therefore designed this study to also include practical sessions with variety of exercises including clinical images such as MRI and CT scans to improve student engagement. The session also gives an opportunity to evaluate student engagement and knowledge as a vehicle for formative assessment.
Applying a hands-on approach in practicals supports student interactions and encourages creative thinking, motivation, knowledge sharing and active learning of Anatomy and Physiology. These skills can then be applied to their knowledge of clinical cases such as assessing neurological signs and symptoms. While this engagement is taking place, we can monitor and measure students results with immediate feedback. This allows us to see if their intended learning aims and outcomes have been achieved while also providing a valuable opportunity for students to reflect on their learning.
In addition, we provide an opportunity for students to access pathological organs which they can observe and produce a written report. This will be assessed and provide a contribution of 30% to the final mark. It will also establish if deep learning has taken place.
Preliminary results show positive feedback from students who indicate they enjoy this learning experience which enhances their knowledge. We will continue to evaluate student feedback and exam results to identify strengths and weaknesses in order to develop and enhance the new laboratory content further.
How this sits within the conference theme:
We have been innovative in developing new laboratory sessions to improve student engagement and allow them to develop their knowledge of human anatomy and physiology.
It will be a poster presentation and engaged verbally with participants.
Anatomy teaching is generally delivered with a didactic approach where the lecturer shows the relevant body parts in allocated sessions however in this study, Anatomy sessions are delivered with student centred approach.
cadaveric dissection, student centered, peer teaching, engagement
Another way to promote deep learning in Anatomy teaching