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Teaching Anatomy: A Practical Guide.

Tác giả: Chan, Lap Ki; Pawlina, Wojciech

Chủ đề:

Chủ đề: Medicine; Anatomy; Practical Guide; Anatomy teachers

Nhà xuất bản: Springer

Năm xuất bản: 2015

Loại tài liệu: Book

Mô tả vật lý: 390 p.

Định danh: 978-3-319-08930-0

Ngôn ngữ: en

Đọc trực tuyến

Tải tài liệu

Teaching Anatomy: A Practical Guide is the first book designed to provide highly practical advice to both novice and experienced gross anatomy teachers. The volume provides a theoretical foundation of adult learning and basic anatomy education and includes chapters focusing on specific issues that teachers commonly encounter in the diverse and challenging scenarios in which they teach. The book is designed to allow teachers to adopt a student-centered approach and to be able to give their students an effective and efficient overall learning experience. Teachers of gross anatomy and other basic sciences in undergraduate healthcare programs will find in this unique volume invaluable information presented in a problem-oriented, succinct, and user-friendly format. Developed by renowned, expert authors, the chapters are written concisely and in simple language, and a wealth of text boxes are provided to bring out key points, to stimulate reflection on the reader’s own situation, and to provide additional practical tips. Educational theories are selectively included to explain the theoretical foundation underlying practical suggestions, so that teachers can appropriately modify the strategies described in the book to fit their own educational environments. Comprehensive and a significant contribution to the literature, Teaching Anatomy: A Practical Guide is an indispensable resource for all instructors in gross anatomy.

Cover
Title page
Preface
Acknowledgments
Editor Biographies
Contents
Contributors
Part I: Teaching and Learning Anatomy
- 1: Elements of Successful Adult Learning
  - Based on Needs
  - Motivation
  - Outcome Driven
  - Active Learning
  - Feedback
  - Reflection
  - References
  - Summary
- 2: Learners of a New Generation
  - The Learner Persona
    - Differentiate the Constituents of Multigenerational Learning Cohorts
    - Appreciate Individual Learner Characteristics
    - Ensure Learner Competence with Innovative Technology
    - Support Varied Learning Styles with a Balanced Educational Approach
    - Keep Learners Focused with Active Learning and Frequent Feedback
  - The Way They Learn
    - Using “CER” Cycles to Develop Expertise
    - Conceptualization and Unistructural Understanding
    - Experience Through Real-World Contexts
    - “CER” Cycle Success Will Vary By Learner
    - Reflection Through Interactive Discourse
  - Strategies to Facilitate Success in Next-Generation Learning
    - Communicate Clearly Defined Learning Outcomes
    - Challenge Learners Through Multimodal Learning Paradigms
    - Offer Opportunity for Interactive Social Discourse
    - Provide Guidance for Identification of Authenticated Information
  - Conclusions
  - References
- 3: Learning Styles in Anatomy Teaching and Learning
  - How Do Students Learn Their Anatomy?
    - Identifying a Style
    - Deep or Superficial?
  - How Do Students Work in Anatomy Classes?
    - Group Dynamics
    - Career Choice
    - Individualists
    - Maturity in Learning
    - Self-Help Groups
  - How Does the Topic Affect Anatomy Learning Style?
  - What Is the Optimal Learning Environment for Anatomy?
    - Setting the Tone
    - Study Guides
    - The Essence of Good Teaching
  - How Do Learning Styles Impact on Anatomy Teaching and Learning?
    - Learning Styles
    - Identifying Learning Style at Admission
    - Learning Styles in PBL Curricula
    - Predominance of Styles
    - Style Categories
  - How Does Assessment Drive Learning?
  - How Does Culture Affect Learning Style?
  - Learning Styles in Other Contexts
    - Insight from Other Disciplines
    - Insight from Other Professional Education
    - Style Affecting Choice of Resources
    - Multiprofessional Perspectives
  - Conclusions
  - References
- 4: Constructive Alignment: An Outcomes-Based Approach to Teaching Anatomy
  - Outcomes-Based Education and Outcomes-Based Teaching and Learning
  - Constructive Alignment
  - Designing the Intended Learning Outcomes (ILOs)
  - Designing the Teaching/Learning Activities (TLAs)
  - Designing and Aligning Assessment Tasks (ATs)
  - Obtaining a Final Grade
  - Conclusions
  - References
- 5: Competencies for Teaching Anatomy Effectively and Efficiently
  - Introduction: What Is Needed, When Its Needed
  - Anatomy Is Both a Science and a Preparation for Clinical Medicine
  - Gross Human Anatomy Is the Product of Evolution and Development
  - Anatomy Teaching Should Stress Understanding and Concepts Rather Than Individual “Facts”
  - Anatomy Teaching Works Best if It Starts with Function
  - What Detail Should the Teacher Present? “Core” Knowledge
  - Gross Anatomy Should Be Presented in Three Interlinked Ways
  - Gross Anatomy Teaching Should Linked Clearly with That of Tissue, Cell, and Molecular Anatomy
  - Efficient Learning Involves Understanding Rather Than Memorization
  - Teachers Must Encourage Directed, Active Exploration
  - “What Is Needed, When It’s Needed” Means That Anatomy Education Must Extend Far Beyond the Medical Course
  - References
  - Whenever It Is Presented, Anatomy Teaching Must Be a “Performance”
- 6: Using Teaching Assistants in Anatomy
  - Examples of the Teaching Assistant
    - The Traditional Anatomy Demonstrator
    - The Senior Anatomy Student: Near-ưPeer Assistants
  - Desirable Features of Teaching Assistant Programs
    - Appropriate Selection and Training
    - Opportunities for Curriculum Design
    - Peer Observation
    - Assessment
    - Reward
    - Support and Feedback
  - Advantages of Using a Near-Peer Approach
  - Designing a Teaching Assistant Program
  - Conclusions
  - References
- 7: Engaging Residents and Clinical Faculty in Anatomy Education
  - Clinical Faculty
  - Recruiting Residents
  - Rewarding the Resident Teacher
  - Conclusions
  - References
Part II: Teaching in Large Group Settings
- 8: Giving a Lecture
  - What to Do Before a Lecture
    - Formulate the Intended Learning Outcomes
      - Adopt the Outcome-Based Approach
      - Write Intended Learning Outcomes
    - Determine the Content of a Lecture
      - Avoid Overpacking
      - Help Students to Achieve the Outcomes
      - Put the Lecture in Its Context
    - Rehearse
  - What to Do During a Lecture
    - How to Present Yourself
      - Show Enthusiasm
      - Speak Enthusiastically and Clearly
      - Dress Appropriately
      - Gesture
      - Make Eye Contact
      - Use Tools
      - Walk Around
    - What to Do in Different Parts of a Lecture
      - The Body of a Lecture
      - The Introduction of a Lecture
      - The Conclusion of a Lecture
    - Interaction Between the Teacher and Students
  - How to Prepare Presentation Slides
    - Background
    - Multimedia
      - Use Good and Relevant Graphics
      - Avoid Animation
      - Avoid Chart Junk and Junk Charts
      - Elaborate and Progressively Reveal Complex Graphics
      - Use Video
    - Text
      - Platform Compatibility
      - Short Bullet Points
      - Simple and Consistent Text Format
    - Slides
      - Explain Graphics Orally
      - Integrate Text and Multimedia
      - Leave Space
      - Avoid Fancy Slide Transitions
      - Use a Consistent Layout
      - Use B and W Keyboard Functions
  - Conclusions
  - References
- 9: Preparing and Recording Lectures for Online Delivery
  - Historical Background
  - How Does It Work?
  - Lecture Recording Systems
  - Creating a Good Recording
  - Getting Started
  - Use of a Lecture in a Curriculum
  - Advantages of Recording Lectures
  - Disadvantages of Recording Lectures
  - Creative Use of Recordings
  - Proper Use of Recordings
  - Conclusion
  - References
- 10: Evaluating Your Own Performance in a Lecture
  - Introduction
  - Student Feedback
  - Peer Review
    - Giving Feedback
    - Implementation
  - Personal Reflection
  - Two Bigger Questions Remain
    - Has Student Learning Been Improved by This Lecture?
    - Does Evaluation of a Lecture Lead to Improvement of Lecturing?
  - Conclusions
  - References
- 11: Choosing Between Lecture and Briefing Sessions
  - Introduction
  - Objective of Teaching Anatomy
    - What Are We Aiming to Teach in Anatomy?
  - Target Audience
    - Who Are We Teaching Anatomy To? What Appeals to the Millennial Student in the Anatomy Classroom?
  - Enabling Students to Achieve Outcomes
    - Traditional Lectures vs. Short Lectures
    - How Do We Promote Clinical Reasoning and Critical Thinking?
  - The Briefing Session
    - Elements of a Briefing Session
    - Delivering a Briefing Session
    - Choosing Content and Material for Briefing Session Slides
  - References
Part III: Teaching in Small Group Settings
- 12: Facilitating Small Group Discussion
  - Examples of Teaching Pedagogies Using Small Group Discussions
  - Advantages of Small Group Discussions
  - Features of a Tutorial Class
  - Tips for Facilitating Group Dynamics in a Tutorial Class
  - Conclusions
  - References
- 13: Applying Learning Styles to Engage a Diversity of Learners and Behavioral Problems in Anatomy Education
  - Cognitive Models of Learning Styles
    - Multiple Intelligence Theory
    - Kolbs Experiential Learning Styles
  - Introduction
  - Psychosocial Personality-Preference Models of Learning Styles
    - VARK
    - Grashas Learning Styles
    - Problematic or Difficult Learning Behaviors
  - Conclusion
  - Discussion of Six Learning Style Principles for Anatomy Educators
  - References
- 14: Teaching and Learning Anatomy in a PBL Curriculum
  - Anatomy Education in a PBL Curriculum
    - Influence of PBL on Anatomical Knowledge
  - Teaching Anatomy in a PBL Curriculum
    - General Aspects of PBL
    - Learning Anatomy in Tutorial Groups
      - Formulation of Anatomical Learning Objectives
      - Discussion of Anatomical Learning Objectives
    - Role of the Anatomy Teacher
      - Role of Anatomy Lectures in a PBL Curriculum
      - Dissection Room: Studying Prosected Specimens and Cadaveric Dissection
      - Surface Anatomy, Body Painting, and E-Learning
    - Teaching Materials for Anatomy Education in PBL
  - Learning Anatomy in a PBL Curriculum
    - Reproduction of Names and Structures Versus Understanding Signs and Symptoms
    - Loss of Coherent Mental Representation of the Anatomy of the Whole Body
  - Conclusions
  - References
- 15: Learning and Teaching Anatomy Through Case-Based Learning (CBL)
  - Defining Cased-Based Learning
  - The Evidence for CBL
  - Developing a Case-Based Approach
  - Writing Cases
  - Faculty Development
  - Teaching with Cases
  - CBL and Learning Outcomes in Anatomy
  - The Learning Environment and Context
  - Examples of Cases
    - Case One: Max and His Muscles
      - Extension of This Case
    - Case Two: Lisas Abdominal Pain
  - E-Learning and CBL
  - Conclusion
  - References
- 16: Team-Based Learning: An Effective Pedagogical Strategy to Teach Anatomy
  - Starting Small and What We Learned
  - How the TBL Fits in Discipline-Based First-Year Curriculum
  - Study Guide
  - Modified TBL
  - Constructing a TBL Session
  - Trained Support Staff
  - Establishing Ground Rules
  - Faculty Development
  - Gathering Student Information to Form Teams
  - Student Workshop on TBL
  - Grading
  - Peer Evaluation: To Do or Not?
  - Size of a Team
  - Appendix
    - Phase 1: Reading Assignment, Pagination from Textbooks
      - Content-Specific Learning Topics: Fibrous Pericardium and Serous Pericardium
      - Content-Specific Learning Topics: Formation of the Atrial and Ventricular Septa
      - Embryology to Comprehend
      - Heart: Anatomy to Comprehend
    - Phase 2: In-Class Discussion, IRAT and GRAT.
    - Phase 3: Interteam Case Discussion (Example of a Case)
    - Phase 4: Module (Thoracic Structures) Exams with MCQ (Examples)
  - Conclusions
  - References
- 17: Giving Feedback to Students
  - Introduction
  - Directive Feedback
    - Use of Audience Response System
    - Use of Dissection Grading and Formative Practical Tests
    - Use of Electronic Feedback in Midcourse or Quarterly Assessments
  - Formative Feedback
  - Facilitative Feedback
    - Use of Facilitative Feedback to Promote Holistic Student Development
    - Communicating Facilitative Feedback
  - Conducting a Verbal Feedback Session
    - During the feedback session:
  - Providing Verbal Feedback to Students
  - Providing Immediate Feedback
  - Providing Student Elicited Feedback
  - Providing Written Feedback to Students
    - Compiling Written Feedback: Thoughts for Reflection
  - References
- 18: Using Body Painting and Other Art-Based Approaches to Teach Anatomy
  - Examples of Anatomical Body Painting
    - Abdominal Regions, Quadrants, and Areas of Referred Pain
    - Dermatomes
    - Muscles of Facial Expression and Associated Neurovasculature
    - Skeletal Anatomy
  - Advantages of Using Body Painting
    - Creation of Learning Landmarks
    - An Alternative to Cadavers
    - Cost-Effectiveness
    - Emphasis on Future Clinical Practice
    - Emphasis on Living Anatomy
    - Positive Learning Environment
    - Retention of Knowledge
    - Use Outside of the Classroom
  - Designing Body Painting Teaching Sessions
    - Design Your Instruction Sheet
    - Identify Your Chosen Teaching Session and Learning Outcomes
    - Assigning Student Roles and Groups
    - Choosing Your Teaching Environment
    - Sourcing Your Equipment
  - Tips for Using Body Painting Within Anatomy Teaching
    - Use Within Both Large and Small Group Settings
    - Allow Photography
    - Consider Students’ Sensitivities and Cultural Perspectives
    - Give Students Feedback
    - Introduce and Demonstrate
    - Reflect on the Success of the Session
  - Other Art-Based Approaches to Teaching Anatomy
    - Anatomical Cake Baking
    - Life Drawing
    - Plasticine (Clay) Modeling
  - Conclusions
  - References
- 19: Evaluating Your Own Performance in Leading a Small Group Discussion
  - The Aim of Self-Evaluations for Small Group Discussions
  - Critical Reflection
    - After Small Group Discussions
    - Before Small Group Discussions
    - During Small Group Discussions
  - Tools for Self-Evaluation: Critical Reflection and Feedback
  - Feedback
    - Define Your Question
    - Modes of Giving Feedback
    - Time Your Request for Feedback
    - Analyze the Feedback Objectively
    - Implement Changes That Consider the Feedback
  - Conclusions
  - References
Part IV: In the Gross Anatomy Laboratory
- 20: Running a Body Donation Program
  - Legal References
  - The Importance of Body Donation Programs for Medical Education
  - Integrative Material for Dissection: Body Parts Resulting from Surgical Procedures
  - Promotion of Body Donation and Its Ethical Value
  - Information and Consent
  - Methods for Conservation and Storage
  - Staff and Facilities for a Body Donation Program
  - Standardization and Certification of Body Donation Programs
  - Need for Continual Improvement
  - Conclusions
  - References
- 21: Designing Gross Anatomy Laboratory to Meet the Needs of Today’s Learner
  - Key Design Considerations
    - Defining Your Needs
    - Choosing the Right Lights
    - Planning for Assessment
    - Reducing Extraneous Noise
  - Learning Spaces and Anatomy Pedagogy
  - The Design Process
  - Conclusions
  - References
- 22: Preparing Students Emotionally for the Human Dissection Experience
  - Emotional Reactions of Medical Students to Dissection
  - Factors Causing Strong Emotional Reactions
    - Gender
    - No Previous Medical Training
    - Previous Experience With Death and Dying
  - Recommended Interventions of Psychological Support
  - Conclusion
  - References
- 23: Promoting Reflection in the Laboratory
  - Problem-Oriented Dissection
  - Teacher’s Roles in Problem-ưOriented Dissection
    - The Five Microskills of the One-ưMinute Preceptor
    - The Advantages of the One-Minute Preceptor
  - Factors Affecting Student Reflection in Dissection
  - Conclusions
  - References
- 24: Teaching Anatomy: Prosections and Dissections
  - Introduction
  - Designing Anatomy Laboratory Activities
    - Learning Anatomy Using Dissection
    - Learning Anatomy Using Prosection
    - Learning Outcomes and Activities
  - Implementing Anatomy Laboratory Activities
    - Create a Multidimensional Anatomy Laboratory Experience
    - Integrate with Living Anatomy
    - Embed Graduate Attributes
      - Critical Thinking and Self-Directed Lifelong Learning
      - Develop a Knowledge and Skills Base for Professional Practice
      - Develop Effective Communication and Team Skills
      - Ethical Practice
  - Conclusions
  - References
  - Review and Refine Anatomy Laboratory Activities
- 25: Use of Unembalmed/Fresh Cadavers in Anatomy Teaching
  - Introduction
  - Why Unembalmed/Fresh Cadavers?
  - Precautions
  - Conclusion
  - Storage
  - Use in Educational Programs
  - Use in Research/Clinical Activity
  - References
- 26: Facilities and Instruments for Learning in the Gross Anatomy Laboratory
  - Dissection Workstation Equipment
    - Work Surface
    - Chairs
    - Fluid Drainage
    - Tables
    - Bookstand
    - Covers
    - Cleanup
  - Introduction
  - Dissection Instruments
    - Tool Kit Container
    - The Instruments
    - Body Prop Blocks
    - Books
    - Carpentry Tools
    - Clinical Tools
    - Miscellaneous Items
  - Safety
    - Personal Protective Equipment
    - Room Safety
  - Conclusions
Part V: Teaching Tools
- 27: Role of Image and Cognitive Load in Anatomical Multimedia
  - A Brief History
  - The Many Dimensions of Instructional Visualizations
  - Increased Cognitive Load Diminishes Learning
  - Methods to Reduce Cognitive Load Using Visualizations
  - Summary
  - References
- 28: Essential E-Learning and M-Learning Methods for Teaching Anatomy
  - Types of Curricula, Methods, and E-Learning Resources
    - Anatomy E-Learning Legacy and Curricular Change
    - Types of Curricula and E-Learning Methods
  - Learning Theories and Instructional Design Principles
  - Methods and Software Tools for E-Learning
    - Word and Image Processing for e-Documents
    - Digital Presentations for Lectures, Labs, and Other Uses
    - Portable Document Format
    - E-books
    - Video Production and Acquisition
    - Virtual Anatomy and Other Simulation Methods
    - Web Design
    - Integrated Self-Learning Modules
    - Quizzes and Self-Assessment
  - Online Hosting Methods for E-Learning and M-Learning Resources
  - Perspectives for Continuing E-Learning Development and Research
  - References
- 29: The Use of Low-Tech Models to Enhance the Learning of Anatomy
  - Examples of Low-Tech Anatomy Models
    - The Midgut Rotation Apron
    - The Perineal Space Model
    - The Hair-Band Model of the Digital Extensor Mechanism
    - The Paper Model of the Muscles
  - Outline Placeholder
  - Features of Low-Tech Physical Anatomy Models
    - Number of Structures
    - Shape and Surface Details of the Structures
    - Anatomical Relationship
    - Dimensionality of the Structures
    - Size of the Structures
  - Advantages of Using Low-Tech Physical Anatomy Models
    - Arouse Students’ Enthusiasm and Participation
    - Serve as Memory Aids
    - Easy and Inexpensive to Produce
  - Constructing Low-Tech Physical Anatomy Models
    - Do: Use the Model
    - Plan: Identify Learning Outcomes and Design the Model
    - Act: Improve the Model
    - Study: Evaluate the Use of the Model
  - Tips for Using Low-Tech Physical Anatomy Models for Teaching and Learning
    - Establish the Correlation Between the Model and the Human Body
    - Use Models in Both Large and Small Group Settings
    - Give Feedback
    - Involve the Students
    - Motivate the Students with Appropriate Immediacy Behaviors
    - Pitch at the Right Level
    - Promote Student Reflection
  - Conclusions
  - References
- 30: The Use of Medical School Museums in Teaching Anatomy Within an Integrated Medical Curriculum
  - Introduction and Historical Background
  - Decline of the Role of Medical Museums in Anatomy Teaching
  - Medical Museums Versus Information Technology as a Teaching Tool
  - Medical School Museums’ Modernization and Revival of Their Teaching Role
  - Conclusion
  - References
Part VI: Assessment
- 31: Assessing Anatomy as a Basic Medical Science
  - Focus of Traditional Assessment Strategies
  - Introduction
  - Assessment in Anatomy
  - Assessment Strategies for Twenty-First-Century Medical Education
  - Recommended Best Practices for Anatomy Assessment
    - Constructive Alignment in Anatomy Assessment
    - Utility Index of an Assessment System
  - Reliability
  - Validity
  - Acceptability
  - Cost/Feasibility
  - Educational Impact
  - Effective Use of Formative and Summative Assessments
    - Effective Use of Feedback in Assessment
    - Assessing Skills
      - Oral Examination
      - Spot Tests
    - Assessment Formats in Anatomy
      - Long Essays
      - Modified Essay Questions
      - Multiple-Choice Question Formats
      - Written Assessment
    - Portfolio Assessment
  - Standard Setting in Assessment
  - References
- 32: Developing Multiple-Choice Questions for Anatomy Examinations
  - Starting Point: What to Test
  - Testing Methods and Sample Sizes
  - How to Make the Perfect Multiple-Choice Question: Setting the Stage
  - Types of Multiple-Choice Questions
  - How to Make the Perfect Multiple-Choice Question: Options That Matter
  - Conclusion
  - References
- 33: Peer and Faculty Assessment of Nontraditional Discipline-Independent Skills in Gross Anatomy
  - Introduction
  - Assessing Nontraditional Discipline-Independent Skills
    - Peer Assessment
    - How Do Students Benefit from Performing Peer Assessment?
      - Peer Evaluation:
    - Faculty Evaluation of Nontraditional Discipline-Independent Skills
    - Conclusion
  - References
Part VII: Curriculum Design
- 34: Anatomy Education in an Innovative Medical School Curriculum
  - First Considerations
    - Incorporate Faculty into the Planning Process
    - Match the Curriculum with the Academic Program’s Foundation
    - Know Your Student Base
  - Current Trends
    - Provide Efficient Laboratories
    - Use Active Versus Passive Learning
    - Establish Opportunities for Longitudinal Learning
    - Integrate Anatomy with Clinical Medicine
    - Vary the Educational Experience
  - Example
  - Conclusion
  - References
- 35: The Role of the Anatomist in Teaching of Nontraditional Discipline-Independent Skills
  - Nontraditional Discipline-ưIndependent Skills, Competencies, and Attributes
    - Practical Skills
    - Interpersonal and Communication Skills
    - Teamwork and Leadership Skills
    - Professionalism
    - Promoting Multidisciplinary and Interprofessional Interactions
    - Teaching Skills
  - Effective Incorporation of Nontraditional Discipline-ưIndependent Outcomes into an Anatomy Course
    - Highlighting Relevance of Skills and Attributes
    - Identifying Outcomes
    - Ensuring Appropriate Skills for Teaching Faculty
    - Ensuring the Course Is Not Overloaded
    - Establishing Need and Avoiding Repetition
    - Analyzing, Reflecting, and Improving
  - Conclusions
  - References
- 36: Role of Anatomists in Building an Integrated Medical Curriculum
  - Introduction
  - Human Morphology: Integrating the Anatomical Sciences
  - Institutional Governance and Curricular Change
  - Human Morphology as a Foundation for Integrating the First-Year Basic Science Courses
  - Student Assessment
  - Student Performance in the Integrated First-Year Curriculum
  - Summary
  - References
- 37: The Hidden Curriculum and Anatomy Education
  - Three Case Examples of the Hidden Curriculum: From Lab and Beyond
    - The White Coat Ceremony
    - Anatomy and the Importance (or Not) of Dissection
    - Conflict-of-Interest (COI) Disclosure Statements
  - Hidden Curriculum and Anatomy Education: A Brief History
  - The Language and Structure of the Hidden Curriculum
  - Where to Find the Hidden Curriculum
  - How to Explore the Hidden Curriculum: Three Steps
  - Future Challenges
  - References
Part VIII: Teaching Anatomy to Students in Different Academic Programs
- 38: Teaching Anatomical Sciences to Dental Students
  - Introduction
  - The Content of Dental Gross Anatomy Courses
    - Defining Course Content
    - Professional Body Guidelines
  - Delivery of Gross Anatomy Teaching
    - Joint or Independent Teaching
    - Curriculum Structure and the Place of Anatomy
    - Teaching in the Dissecting Room
    - Benefits of Dissecting Room Teaching
    - Other Resources for Teaching
    - When Should Anatomy Be Taught?
  - Neuroanatomy
  - Assessment of Student Learning
  - Embryology
  - Conclusions
  - References
- 39: Negotiation and Assessment as Tools for Tailoring Anatomy Courses to Allied Health Programs
  - Identifying and Negotiating with Stakeholders: Agreeing on Goals, Cases, and Procedures
    - Medicine and Physician Assistant Programs
    - Graduate Nursing Program
  - Selecting Pedagogical Modalities and Assessments
    - Graduate Nursing Program
    - Medicine and Physician Assistant Programs
  - Conclusions
  - References
- 40: Teaching Anatomy to Students in a Physical Therapy Education Program
  - Reciprocal Peer Teaching
  - Near-Peer Teaching
  - The Use of “Clickers”
  - Clinical Skills in the Human Anatomy Laboratory
  - Painting/Drawing
  - Interprofessional Education
  - Conclusions
  - References
Part IX: Educational Research
- 41: Research Methods in Anatomy Education
  - Context of Research in Anatomy Education
  - Methodological Considerations in Educational Research
  - From Exploration to Confirmation
  - Descriptive, Correlational, and Causal Questions
    - Descriptive Questions
    - Causal Questions
    - Correlational Questions
  - Conclusions
  - References
    - Further Readings
- 42: Scholarship of Teaching and Learning in Anatomy
  - Local Educational Research Opportunities
  - National and International Educational Research Opportunities
    - Societies Active in Anatomy Educational Research
      - American Association of Anatomists (AAA) (http://www.anatomy.org)
      - American Association of Clinical Anatomists (AACA) (http://www.clinical-anatomy.org)
      - Anatomical Society (AS) (http://www.anatsoc.org.uk)
      - Australian and New Zealand Association of Clinical Anatomists (ANZACA) (http://anzaca.otago.ac.nz)
      - British Association of Clinical Anatomists (BACA) (http://www.liv.ac.uk/HumanAnatomy/phd/baca)
      - Human Anatomy and Physiology Society (HAPS) (http://www.hapsweb.org)
      - International Association of Medical Sciences Educators (IAMSE) (http://www.iamse.org)
    - Societies Active in Scholarship of Teaching and Learning and Educational Research in General
    - Other Conferences That Showcase Medical Education Research
  - Publishing Opportunities in Anatomy Educational Research
  - Conclusions
  - References
Index