Opportunities in Dissection Room for Integrative and Active Learning

Authors

Guiyan Zhang, MD, PhD, Pathology, Anatomy and Cell Biology, Thomas Jefferson UniversityFollow
Bruce Fenderson, PhD, Pathology, Anatomy and Cell Biology, Thomas Jefferson UniversityFollow

Document Type

Presentation

Presentation Date

6-9-2015

Abstract

Active learning, interdisciplinary integration, critical thinking, and problem solving are crucial topics for discussion in medical education. Here, we describe examples of teaching activities in the preclinical basic science curriculum that address these educational goals. Pathologic findings, evidence of past surgical procedures, and anatomic variations are frequently encountered during cadaver dissection. Our students are encouraged to document these anatomic and pathologic findings and discuss clinical correlations with their peers. These laboratory activities, taking place in small groups, provide a valuable opportunity for integrating the basic sciences with medicine. Students learn to make careful observations, formulate good questions, and draw conclusions based on evidence. The students become excited and actively engaged in learning.

Objectives:

After participating in this session, participants should be able to:

1. design and create opportunities for integrated learning and active learning in the classroom

2. demonstrate the value of interdisciplinary approaches to medical education for the development of problem solving and life-long learning skills

Presentation: 38 minutes

Recommended Citation

Zhang, MD, PhD, Guiyan and Fenderson, PhD, Bruce, "Opportunities in Dissection Room for Integrative and Active Learning" (2015). Thomas Jefferson University Faculty Days. Paper 17.
https://jdc.jefferson.edu/tjufacultydays/17