Teaching and Learning Anatomy in a PBL Curriculum
Teaching anatomy in a problem-based learning (PBL) curriculum poses some specific challenges. The characteristics of a PBL curriculum are therefore discussed first, and the importance of a spiral curriculum and teaching in context are stressed. Next, this chapter describes good practices and pitfalls when it comes to addressing anatomical knowledge in tutorial groups, giving lectures, implementation of dissection room sessions, and the use of teaching materials. These sections are covered with special attention to some outdated notions and misconceptions concerning anatomy education in PBL. Furthermore the struggle to stimulate students to take a deep approach to learning and to create a coherent mental representation of the anatomy of the whole body is discussed and possible solutions given.
KeywordsLearning Objective Deep Approach Tutorial Group Cadaveric Dissection Traditional Curriculum
- 4.Dahle LO, Brynhildsen J, Behrbohm Fallsberg M, Rundquist I, Hammar M. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linkoping, Sweden. Med Teach. 2002;24(3):280–5.PubMedCrossRefGoogle Scholar
- 12.Newman M. A pilot systematic review and meta-analysis on the effectiveness of problem based learning. Newcastle: Learning and Teaching Subject Network for Medicine, Dentistry and Veterinary Medicine; 2003.Google Scholar
- 26.Hmelo-Silver C. Goals and strategies of a problem-based learning facilitator. Interdiscip J Probl Based Learn. 2006;1(1):21–39.Google Scholar
- 35.Entwistle NJ, Ramsden P. Understanding student learning. London: Croom-Helm; 1983.Google Scholar
- 38.Bergman EM, de Bruin AB, Herrler A, Verheijen IWH, Scherpbier AJ, van der Vleuten CPM. Students’ perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study. BMC Med Educ. 2013;13:152.Google Scholar