Indiana University-Purdue University Indianapolis (IUPUI) / Ongoing changes to medical education curricula in the United States require
continued evaluation of best practices for maintaining and enhancing anatomical
education in medical schools. The purpose of this study was to identify the impacts of
incorporating an alternating dissection schedule, peer teaching, and self-directed learning
(SDL) in the Human Gross Anatomy (A550-551) laboratory for students in the first year
of medical school at Indiana University School of Medicine, Bloomington (IUSM-BL).
The researcher sought to determine the impacts of peer teaching and dissection on student
gross anatomy grades, to explore the underling perceived effects of peer teaching on the
student gross anatomy experience, and to explain how a gross anatomy course,
specifically the laboratory component, could contribute to the development of SDL. A
mixed method design was selected to combine the analytic strengths of quantitative and
qualitative methods. Quantitative analysis using a generalized estimating equation
determined the act of dissection had an impact on students’ abilities to correctly identify
structures on human gross anatomy assessments. An analysis of variance determined
that student gross anatomy final grades, lecture exam averages, laboratory practical exam
averages were unchanged when incorporating peer teaching and alternating dissections
into the laboratory sessions. A grounded theory methodology identified perceived
changes in the student experience in A550-551 through analysis of student interviews,
instructor interviews, and course assignments. In conclusion, the researcher determined that active dissection is a critical component in gross anatomy; however, peer teaching
and alternating dissections offset the negative impacts of reduced dissections hours
through: increased active dissection time, decreased intragroup conflict, new
opportunities to develop teaching and communication skills, and increased efficiency in
the anatomy laboratory classroom. Additionally, this research described suggestions for
future successful implementations of SDL in A5500-551. These findings provide
information for educators at IUSM-BL as they make revisions to meet curricular
demands and inform ongoing discussions in anatomy education related to the importance
of dissection, time for laboratory experiences, and the continued goal for excellence in
educating students.
| Identifer | oai:union.ndltd.org:IUPUI/oai:scholarworks.iupui.edu:1805/17244 |
| Date | 22 May 2018 |
| Creators | Dunham, Stacey Marie |
| Contributors | O'Loughlin, Valerie Dean, Brokaw, James J., Husmann, Polly R., Park-Rogers, Meredith A. |
| Source Sets | Indiana University-Purdue University Indianapolis |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
Page generated in 0.0023 seconds