Cadaver pathologies can be utilized as a basis for setting up clinical scenarios and making clinical connections. The pathology club of West Virginia School of Osteopathic Medicine, in collaboration with their faculty advisor and a biomedical science faculty member, developed a student-driven educational activity utilizing cadaver pathologies. In this article, we describe the utility of various educational strategies that help shift student learning from basic rote memorization to making connections with clinical practice in the design of this activity. The activity was created to enhance clinical reasoning, provide opportunity for peer teaching, and prepare for entrustment of providing oral presentation.
This is a preview of subscription content, access via your institution.
Buy single article
Instant access to the full article PDF.
Price includes VAT (USA)
Tax calculation will be finalised during checkout.
Dewey J. Experience and education. New York, NY: Simon and Shuster; 1938. In Kassirer JP. 2010.
Knowles MS, Holton III EF, Swanson RA. The adult learner. 6th ed. Amsterdam: Elsevier; 2005.
Kassirer JP. Teaching clinical reasoning: case-based and coached. Acad Med. 2010;85(7):1118–24.
Rizzolo LJ, Stewart WB. Should we continue teaching anatomy by dissection when...? Anat Rec B New Anat. 2006;298(6):215–8.
ten Cate O, Durning S. Dimensions and psychology of peer teaching in medical education. Med Teach. 2007;29(6):546–52.
Yu TC, Wilson NC, Singh PP, Lemanu DP, Hawken SJ, Hill AG. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school. Adv Med Educ Pract. 2011;2:157–72.
Zhang G, Fenderson BA. Pathology encountered during cadaver dissection provides an opportunity for integrated learning and critical thinking. Austin J Anat. 2014;1(5):1–3.
Philip CT, Unruh KP, Lachman N, Pawlina W. An explorative learning approach to teaching clinical anatomy using student generated content. Anat Sci Educ. 2008;1(3):106–10.
Krych AJ, March CN, Bryan RE, Pawlina W, Carmichael SW. Reciprocal peer teaching: students teaching students in the gross anatomy laboratory. Clin Anat. 2005;18(4):296–301.
Duran CE, Bahena EN, Rodriguez Mde L, Baca GJ, Uresti AS, Elizondo-Omana RE, Lopez SG. Near-peer teaching in an anatomy course with a low faculty-to-student ratio. Anat Sci Educ. 2012;5(3):171–6.
Evans DJ, Cuffe T. Near-peer teaching in anatomy: an approach for deeper learning. Ant Sci Educ. 2009;2(5):227–33.
Hall S, Lewis M, Border S, Powell M. Near-peer teaching in clinical neuroanatomy. The Clin Teach. 2013;10(4):230–5.
Reyes-Hernandez CG, Carmona Pulido JM, De la Garza Chapa RI, Serna Vazquez RP, Alcala Briones RD, Plasencia Banda PM, Villarreal Silva EE, Jacobo Baca G, de la Garza CO, Elizondo Omaria RE, Guzman LS. Near-peer teaching strategy in a large human anatomy course: perceptions of near-peer instructors. Anat Sci Educ. 2015;8(2):189–93.
Bentley BS, Hill RV. Objective and subjective assessment of reciprocal peer teaching in medical gross anatomy laboratory. Ant Sci Educ. 2009;2(4):143–9.
American Association of Medical Colleges 2014. Core entrustable professional activities for entering residency curriculum developer’s guide www.aamc.org.
ten Cate O, Chen HC, Hoff R, et al. Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. Med Teach. 2015;37(11):983–1002.
ten Cate O. Entrustment as assessment: recognizing the ability, the right, and the duty to act. J Grad Med Educ. 2016;8(2):261–2.
Chen HC, Sjoukje van den Broek WE, ten Cate O. The case for use of entrustable professional activities in undergraduate medical education. Acad Med. 2015;90(4):431–6.
Chen HC, McNamara M, Teherani A, ten Cate O, O’Sullivan P. Developing entrustable professional activities for entry into clerkship. Acad Med. 91(2):247–55.
Cohen ER, Baruk JH, Moazed F, Caprio T, Didwania A, McGaghie WC, Wayne DB. Making July safer: simulation-based mastery learning during intern boot camp. Acad Med. 2013;88(2):233–9.
Bickley LS. Bates’ guide to physical examination and history taking. 11th ed. Philadelphia: Lippincott Williams & Wilkins; 2013.
Collins A, Brown JS, Newman SE. Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. In: Resnick LB, editor. Knowing, learning, and instruction: essays in honor of Robert Glaser. NJ: Lawrence Erlbaum Associates; 1989. p. 453–93.
Salerno-Kennedy R, Henn P, O’Flynn S. Implementing peer tutoring in a graduate medical education programme. Clin Teach. 2010;7:83–9.
Erie AJ, Starkman SJ, Pawlina W, Lachman N. Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies. Anat Sci Educ. 2013;6:385–92.
Nelson AJ, Nelson SV, Linn AMJ, Raw LE, Kildea HB, Tonkin AL. Tomorrow’s educators today? Implementing near-peer teaching for medical students. Med Teach. 2013;35:156–9.
Bowen JL. Educational strategies to promote clinical diagnostic reasoning. New Engl J Med. 2007;355(21):2217–25.
Pangaro LN. A shared professional framework for anatomy and clinical clerkships. Clin Anat. 2006;19:419–28.
The authors would like to thank the Office of the Human Gift Registry and anatomy staff members, Bobbi Morgan and Kevin McGraw, for their help and contributions to this project. Most importantly, the authors want to acknowledge the individuals who donated their bodies to the Human Gift Registry. Without their selfless gifts to advance the education and research of our students and faculty members, this project could not have been completed.
About this article
Cite this article
Linsenmeyer, M., Fallon, N., Monfore, P. et al. Development of an Educational Activity for First- and Second-Year Medical Students Using Cadaver Pathologies to Enhance Clinical Reasoning and Prepare for Entrustment in Providing Oral Case Presentations. Med.Sci.Educ. 27, 391–399 (2017). https://doi.org/10.1007/s40670-017-0401-9
- Clinical reasoning
- Case presentation
- Oral presentation
- Peer teaching