Student‐Generated Content in the Gross Anatomy Laboratory:

Abstract

Common challenges for faculty include finding ways to motivate students to stay on task and remain engaged with course content, as well as encouraging students to work collaboratively with their peers. The increased adoption of new technologies into the classroom provides unique opportunities to take advantage of existing applications in order to address these challenges. This presentation provides an example of how tablet (iPad)‐based applications were integrated into a human gross anatomy lab at University of Illinois at Chicago, College of Dentistry. Student‐generated photo and video data were used for formative assessment of student understanding by course faculty. A mobile scavenger hunt was also employed to increase student engagement and collaboration within the laboratory. Details and challenges of logistical planning, as well as implementation of the project are addressed. Additionally, results of student surveys highlighting student impressions and patterns of use demonstrate that careful integration of tablet‐based applications into the classroom can impact collaborative activity and engagement. This study illustrates a novel and innovative use of tablets within the gross anatomy laboratory and provides an example of the use of best practices for incorporating technology into a course.Grant Funding Source: American Association of Anatomists