A successful method for engaging students in active learning using prosected cadavers

Abstract

Over the past several years, we have taught a graduate level gross anatomy course using prosected cadavers. The laboratory component of the course constituted instructor‐led demonstrations of the anatomical structures. To create a more engaging and active learning environment, we developed a new teaching strategy that allowed students to construct their own anatomical knowledge through cooperative discovery‐ learning exercises. In the new method, instructors tagged structures on the cadavers prior to the laboratory sessions and then students worked in small groups to identify the tagged structures. We then compared the two methods by assessing both students’ learning and attitude. Four traditional demonstration sessions were alternated with 4 active learning sessions. Each lab session was followed by a short practical identification quiz. A survey was administered to evaluate students’ attitudes. Quiz scores were significantly higher following active learning sessions (mean score 54 vs 38) and continued to improve as students became more effective learners. The survey clearly showed a unanimous preference of the improved design. Structured exercises that emphasized kinesthetic manipulation of the anatomical specimens in conjunction with a cooperative learning environment advanced the learning process significantly and provided the motivation for advanced self‐learning.Grant Funding Source: none