Abstract
While evidence supports the use of cadavers to facilitate the teaching and learning of human anatomy, cadaver-based teaching may not be present at the undergraduate level at many institutions due to limited laboratory access, financial constraints, and the lack of qualified faculty trained to teach in this type of setting. The following case example outlines a unique program designed to provide cadaver-based instruction to undergraduate students, while simultaneously training undergraduate faculty to teach in this setting through peer observational methods. More specifically, the following teaching collaboration was designed with the intent to achieve the following: 1) expose undergraduate anatomy students to cadaver-based learning; 2) provide education and training to undergraduate faculty so they are better qualified to teach human anatomy in the context of a cadaver laboratory; 3) provide graduate physical therapy students additional opportunities to dissect and reinforce their anatomy knowledge; and 4) demonstrate the value of interdisciplinary collaboration. Eighty-one undergraduate students were exposed to the cadaver laboratory for four educational sessions throughout the semester. Course evaluations revealed that 93% of the undergraduate students reported that their experiences in the cadaver laboratory served to enhance their learning, and 97% reported that the use of human cadavers should be continued in future courses. This interdisciplinary model allowed anatomy instruction to be expanded to previously unserved student groups as well as provided a mechanism for professional development of undergraduate anatomy faculty. This model may serve as a template to promote new program development to enhance faculty and student learning, while simultaneously encouraging interdisciplinary collaboration across the university.Keywords: interdisciplinary, peer observation, pedagogy, anatomy, cadaver
Highlights
The ultimate goal of an educator is to provide the best instruction in a way that engages students and provides them with the requisite knowledge and skills to be successful in their chosen endeavor
Has there been evidence suggesting that interdisciplinary collaboration is beneficial for students (Jones, 2009), there is evidence to suggest there are benefits for faculty members involved in these collaborative efforts (Sicat et al, 2014; Glowacki-Dudka & Brown, 2007)
The Doctorate of Occupational Therapy (OTD) students utilize the laboratory for two hours/week to review the prosected cadavers once the dissections are completed by the Doctorate of Physical Therapy (DPT) students
Summary
The ultimate goal of an educator is to provide the best instruction in a way that engages students and provides them with the requisite knowledge and skills to be successful in their chosen endeavor. The purpose of the following manuscript is to describe the collaborative model that was used to enhance a human anatomy course that engaged numerous faculty members across multiple departments and colleges at Belmont University by utilizing interdisciplinary peer observation and instruction. The goals of this case example are outlined below but it is important to note that the collaborative model described can serve as a template for other disciplines to promote faculty development when adding a new program or when improving an existing program. Previous studies have reported that college faculty found significant benefit from the act of watching others teach (Bell, 2001; Bell & Mladenovic, 2008; Hendry & Oliver, 2012)
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