Medical Gross Anatomy for Large Classes in a 'Flipped' Classroom

Authors

M. Alex Meredith, VCU

First Author Information

M Alex Meredith, Ph.D., Professor of Anatomy and Neurobiology, School of Medicine, Department of Anatomy and Neurobiology

Additional Author(s) Information

Jeffrey L Dupree, Ph.D., Associate Professor, School of Medicine, Department of Anatomy and Neurobiology;

H. Ruth Clemo, Ph.D., Associate Professor, School of Medicine, Department of Anatomy and Neurobiology;

Melissa J McGinn-Greer, Ph.D., Associate Professor, School of Medicine, Department of Anatomy and Neurobiology;

David G Simpson, Ph.D., Associate Professor, School of Medicine, Department of Anatomy and Neurobiology;

Peter J Haar, MD Ph.D., Assistant Professor, School of Medicine, Department of Radiology;

Kathleen O Kreutzer, MA, School of Medicine, Faculty Affairs Office;

Susan R Digiovanni, MD, Assistant Dean, School of Medicine

Presentation Format

Poster

Type of Activity

Innovation

Original Presentation Date

2017

Date of Submission

May 2017

Abstract/Short Description

Medical gross anatomy is under pressures from curriculum change, advances in technology and class size. Our innovations involve a fundamental change in student involvement. Students are now engaged with self-instruction of introductory material via custom-made videos; active group dissections with integrated clinical correlations; functional/clinical didactic material and self-assessment quizzes. Also, a longitudinal, self-directed group exercise (called “Cadaver Rounds”) utilizes their cadaver as their “first patient” involves dissection, CT scans, Path samples and physical exams to present a final report of a plausible clinical condition their cadaver experienced. Ultimately, these changes “flipped” the classroom for Medical gross anatomy.

Purpose/Research Question

How to re-organize a dissection based gross anatomy course to promote active student involvement and longitudinal self-directed learning.

Objectives

Teach a 3-D map of the human body to >210 medical students in 26 organ systems-based sessions using a LCME-favored format.

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Rights

© The Author(s)

Is Part Of

VCU Medical Education Symposium