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