Abstract
This project has been developed for many years in the Human Anatomy courses.Its good outcomes have been confirmed by years of evidence of excellent resultsobtained through the learning of Human Anatomy. This method of teaching andlearning as one allows students who are taking Human Anatomy classes to receivepractical training in small groups and transmit it to their colleagues in the practicaltraining established in the Medical degree. Table Leaders feel rewarded as theylearn to speak in public, regularly transmitting the knowledge obtained, and byhaving to be up to date with their studies. These are all aspects that help, not onlythe Table Leaders process of learning, but also that of their colleagues, who seeclosely and carefully anatomical details that help them understand the subject.This method of supporting practical training is always under the supervision ofthe teacher who develops the practical classes. These Leaders used to pass thetest without additional problems. Thus the note was significantly increased versusthe class colleagues.
Highlights
Human Anatomy is one of the subjects with the highest workload of the first years of the Medical degree [2, 3]
We studied the results obtained by the student who received the preliminary subject “Basic Human Anatomy”, which was developed in the first trimester
All statistical analyses were performed using SPSS statistical software, version 24.0. Both general alumni and Table Leaders found this model useful; they considered this system increased the quality of practical lessons (4.34 ± 0.75)
Summary
Human Anatomy is one of the subjects with the highest workload of the first years of the Medical degree [2, 3]. Students arrive to the university with a preconceived idea that Anatomy will start their path of becoming doctors. From all the courses taken in the first years, they probably see Anatomy as being one of the most “Medicine-related” [3, 6], and link us teachers to the clinical image they expect of doctors. These details are surely a key in our favour that allows us to relate students to contents that are “tougher” than what they expect
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