共查询到20条相似文献，搜索用时 78 毫秒
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Charleen M. Moore Constance Lowe Jane Lawrence Penelope Borchers 《Anatomical sciences education》2011,4(5)
Drawing session from an art and anatomy workshop for medical students at the University of Texas Health Science Center at San Antonio and art students at the University of Texas at San Antonio. A current trend in medical education is to integrate aspects of the humanities into the medical school curriculum. In this issue of ASE, Dr. Charleen Moore and her colleagues describe an art and anatomy workshop that uses drawing exercises to increase observational skills, to foster the development of humanistic sensitivities, and to emphasize the emotional aspects of dealing with mortality. (Photograph by Penelope Borchers). 相似文献
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Veronica Macchi Andrea Porzionato Carla Stecco Cesare Tiengo Anna Parenti Adriano Cestrone Raffaele De Caro 《Anatomical sciences education》2011,4(3)
Medical Gross Anatomy lecture at the University of Padova, Italy. Gross Anatomy at the University of Padova is taught utilizing both traditional and technological resources, which are integrated with practical laboratory exercises (mainly on plastic models and plastinated specimens) as well as radiological anatomy. In this issue of ASE, Dr. Veronica Macchi and her colleagues from the Department of Human Anatomy and Physiology at the University of Padova discuss an innovative pilot project with their University Hospital in which they obtain body parts removed from patients during surgical procedures and utilize them for gross anatomy education. The cover photograph shows one of the co‐authors of this paper, Professor Raffaele De Caro and his students, performing dissection of the distal forearm and hand in the anatomy lecture theater at the University of Padova. 相似文献
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《Anatomical sciences education》2014,7(3):C1-C1
ON THE COVER: To enhance independent learning and integration of embryology and to address decreased time in the curriculum, Texas Tech University Health Sciences Center School of Medicine developed a hybrid method of the flipped classroom to deliver embryology content . Here, students in the anatomy laboratory are using the online embryology videos to learn heart development and integrate this knowledge with the adult structures visualized through dissection, models, and medical images. This knowledge is later reinforced during a faceto‐ face question‐answer session utilizing clinical cases. These experiences are described in this issue by Dr. Beale and his co‐authors. Photography by Neal Hinkle, Texas Tech University Health Sciences Center, Department of Medical Education. 相似文献
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A near‐peer (NP) teacher discussing structures of the head and neck region with first‐ and second‐year students in the anatomy laboratory at Brighton and Sussex Medical School. NP teachers are fourth‐year medical students who elect to teach in gross anatomy practical classes delivered to first‐ and second‐year medical students. Evans and Cuffe discuss design, implementation and outcomes of the NP teaching program in the current issue of ASE. 相似文献
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《Anatomical sciences education》2012,5(5):C1-C1
A group of third-year undergraduate veterinary medicine students with their instructor from the Royal Veterinary College at the University of London in the United Kingdom learn equine anatomy using "Anato-Rug". This innovative tool depicting topographical anatomy and key areas for lung, heart, and gastrointestinal auscultation on a live horse is described in this issue of ASE. Senior veterinary medicine student, Ms. Francesca Braid and her teachers Drs. Sarah Williams and Renate Weller evaluate the students' perceptions, education outcomes, and benefits in using this low-fidelity simulation tool. 相似文献
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《Anatomical sciences education》2012,5(6):C1-C1
Peer‐teachers receive instruction from Drs. Johnson (center), Charchanti (right) and Troupis (left) on details of the deep structures of the cerebral hemispheres . These training sessions focus on reviewing material and honing teaching skills, so that peer teachers can assist during the anatomy laboratory for second‐year medical students. Using checklists, peer teachers review structures on cadaveric specimens, models, crosssections, as well as on programs available in the computer laboratory. In this issue, Dr. Johnson and her colleagues describe the integrated multimodal ‐ multidisciplinary anatomy teaching program applied at the University of Ioannina School of Medicine in Ioannina, Greece. 相似文献
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Shahnoor M. Ullah Andrew Bodrogi Octav Cristea Marjorie Johnson Vivian C. McAlister 《Anatomical sciences education》2012,5(3)
Medical students at the Schulich School of Medicine and Dentistry at The University of Western Ontario in London, Ontario, Canada, learn clinical facts about the hepatobiliary system as transplant surgeon Dr. Vivian McAlister (at the far right) demonstrates Whipple's procedure in the anatomy laboratory. In this issue of ASE, Ullah and colleagues describe an extracurricular student initiative known as the Surgically Oriented Anatomy Program (SOAP), which aims to deliver anatomy teaching from a surgical perspective through the philosophy of “education through recreation”. 相似文献
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《Anatomical sciences education》2013,6(5):C1-C1
ON THE COVER: Anatomy students studying the head and neck region in a virtual dissection class at the Sackler Faculty of Medicine, Tel Aviv University, Israel . The students learn the detailed anatomical structures of each region utilizing living individuals' CTscans, assisted by working‐sheets, osteology specimens and anatomy atlases. In this issue of ASE, May and her colleagues present their new CT‐based anatomy curriculum. This paper describes motivations and reasoning for development of the new curriculum, the CT‐based learning system itself with practical examples of virtual dissections and students' assessments of the new anatomy program. 相似文献
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《Anatomical sciences education》2013,6(1):C1-C1
ON THE COVER: Gross anatomy lecture c. 1888 delivered by Joseph Leidy, M.D., LL.D., (1823‐1891), Professor of Anatomy at the University of Pennsylvania. Dr. Leidy, a founder and first president (1899‐1889) of the American Association of Anatomists, received a Doctor of Medicine degree from the University of Pennsylvania in 1844 and in 1886 he was awarded an honorary Doctor of Learning and Laws degree by Harvard University. According to the University of Pennsylvania catalogue for the 1886/1887 academic year, the course in anatomy for medical students consisted of 3 lectures and 10 hours of practical anatomy classes with an additional 2 lectures per week of topographical anatomy. 相似文献
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