Abstract

The medical school curriculum reform movement requires an effective method of eliciting leadership, independent research and productivity from each student. Dyad pedagogy has been demonstrated to answer this call. Working only in groups of two, a student worked with SUNY Downstate faculty members to create an expansive video atlas of anatomy. Production was labor intensive, ultimately generating 37 videos, each profiling an anatomical region. The application of dyad pedagogy allowed for constant feedback and refinement of the videos, optimizing them as a learning resource for the student body. Activity logs indicated that 38.6% of physician assistant and 25.5% of medical students (n=158 and 102 respectively) watched the videos 5 or more times. Usage increased up to 657% of average in the days before an exam. The significant percentage of students who repeatedly returned to the resource, as well as the usage peaks before a test day impy active utilization of the videos as a study tool. Informal surveys as well as unsolicited reviews from the class indicated enthusiasm and appreciation for the videos, confirming the success of the project and of dyad pedagogy in fueling the endeavor.Grant Funding Source : SUNY Downstate College of Medicine

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.