Innovative Anatomy Classes

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Seeking comments from current med students on their school's approach to teaching Anatomy, ranging from traditional student dissection to the use of instructor prosections to the more innovative use of diagnostic imaging tools...and it will be most helpful if you identify your school, too.
 
Here is a publication about our anatomy program at CCLCM, look it up and read it if you are interested, definelty a different way of teaching anatomy.

Citation and Abstract:

Drake RL. A unique, innovative, and clinically oriented approach to anatomy education. Acad Med. 2007 May;82(5):475-8.
Absrtact:
The establishment of The Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, whose first class entered in 2004, provided a unique opportunity to design an anatomy program that, from all indications, is effective, time efficient, and clinically relevant in the context of a nonlecture, problem-based, organ-systems-oriented curriculum. Through consultation with surgery colleagues, the case-directed anatomy program was developed. This approach, meeting one day a week for 1 hour 50 minutes for 30 weeks, uses clinical cases to introduce anatomical information that is reinforced using prosected cadavers and imaging. The format of the approach involves three steps: (1) students preview a clinical case with clinical questions and learning objectives, (2) students acquire basic knowledge using textbooks and self-directed learning modules, and (3) students reinforce their basic knowledge in weekly case-directed anatomy sessions, which involve an interactive discussion of the clinical case followed by a laboratory. In the laboratory, students rotate around stations viewing prosected cadavers and imaging. Learning anatomy does not stop after the first year, because the program is longitudinal. During the second year, students review anatomy in each organ-system course using the first-year format. Also, second-year students can assist the fellows or residents prepare the prosections for first-year students and for their review of anatomy in the second year. This provides students with a dissection experience. During third-year clinical rotations, anatomy knowledge is reinforced, and several surgery anatomy electives are available during the final year. In this way, anatomy is learned and reinforced throughout the medical school curriculum.
 
My gross anatomy course was primarily dissection-based with the liberal use of prosections. We had an atlas of cross-sectional anatomy with CT correlations as well as plain films of various body sections. All of these were tested during anatomy practicals. Looking back, I think it may have been more helpful to emphasize the anatomy as it appears in imaging studies.
 
we do student-performed, demonstrator-guided dissection, as well as use previously-made prosections

(university of st. andrews, united kingdom)
 
Seeking comments from current med students on their school's approach to teaching Anatomy, ranging from traditional student dissection to the use of instructor prosections to the more innovative use of diagnostic imaging tools...and it will be most helpful if you identify your school, too.

for us, it's lectures + dissection + prosections + computer-aided learning
 
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