FASEB journal : official publication of the Federation of American Societies for Experimental Biology | VOL. Suppl 36 1
Enhancing Cadaveric Prosection Education of Male Urogenital Anatomy with Clinical Vignettes and Problem-Based Learning (PBL).
Publication Date May 1, 2022
Anatomy education has faced challenges in maintaining a high learning standard in the medical school curriculum. Although approaches including dissection videos and 3D models have been introduced to enhance anatomy education, studies have demonstrated unaffected learning outcomes after their implementation.1 Problem-based learning (PBL), a stark opposite to the traditional lecture-style format, focuses on student-centered learning via application of knowledge to solve problems.2 As it encourages self-directed, active learning, the incorporation of PBLs with traditional use of prosected cadavers can facilitate better retention of male urogenital anatomy concepts. Incorporating clinical vignettes and PBLs with prosected cadavers will facilitate improved understanding of the male urogenital anatomy compared with using only prosected cadavers. 1st year medical students at Florida International University HWCOM class of 2025 were put into 16 groups of approximately 7 to 10 students (n=137) rotating through four 25-minutes stations. One station was facilitated by a 4th year medical student teaching assistant (TA), using clinical vignettes and PBLs combined with a prosected cadaver to teach male urogenital anatomy. Students also rotated at three other stations (before or after) containing radiologic imaging, self-study, and ureteral catheterization. Prior to the TA station, the students were provided a pre-test (3 questions) to assess knowledge of common male urogenital anatomy concepts. The same questions were provided after compl...
Problem-Based Learning Clinical Vignettes Medical School Curriculum Teaching Assistant Plexus In Relation Anatomy Education Cadaveric Prosection Lecture-based Learning Multiple Choice Answers Male Anatomy
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