A New Twist on PBL: A Pilot Study of a Problem‐based Dissection Exercise

Abstract

According to the Liaison Committee on Medical Education, active learning has been defined in part as “the process by which a medical student, independently, or collaboratively with his/her peers, identifies his/her learning objectives and seeks the information necessary to meet the objectives.” Engaged learning practices have been incorporated into our gross anatomy course (e.g. flipped classroom, cooperative learning), however these do not satisfy the standard mentioned above. This year a problem‐based dissection (PBD) exercise was piloted in the gross anatomy course for year 1 medical students. For one laboratory, students were given a clinical case in lieu of classic dissection instructions. Each anatomy group was asked to prepare learning objectives to research in order to solve the case. Additionally, each group formulated a dissection plan, completed the dissection, and presented their results to a faculty member in the anatomy laboratory. Preliminary assessments indicate that students felt more prepared and knowledgeable about the dissection for the PBD exercise compared to traditional laboratories. However, results also show that students felt less confident and less enthusiastic about completing the PBD exercise compared to dissections where instructions were provided. The effect on group dynamics, teamwork and communication skills is currently being assessed and will be reported.