INSTRUCTIONAL DESIGN, IMPLEMENTATION STRATEGIES, AND EVALUATION OF ANES 525 APPLIED ANATOMY FOR ANESTHESIA PRACTICE: TRANSFORMATION OF A DISSECTION-BASED BASIC SCIENCE COURSE INTO A TECHNOLOGY AND CLINICALLY BASED ANATOMY COURSE FOR ANESTHESIOLOGIST ASSISTANT STUDENTS

anesthesiologist assistant;medical education;anatomy;instructional design;online teaching and learning;flipped classroom;brain targeted teaching;PBL;authentic activities;constructivism;student achievement;student perceptions;ALE;not listed

Mitchell, Sally AnnAbras, Chadia N. ;

Johns Hopkins University

关键词: anesthesiologist assistant;    medical education;    anatomy;    instructional design;    online teaching and learning;    flipped classroom;    brain targeted teaching;    PBL;    authentic activities;    constructivism;    student achievement;    student perceptions;    ALE;    not listed;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/39743/MITCHELL-DISSERTATION-2016.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

Due to perceived economic drain on Emory University Anesthesiologist Assistant (AA) Program resources, faculty, and students, administrators called for the anatomy course to eliminate cadaver laboratory. Simultaneously, administrators encouraged faculty to design AA courses with regard to the progressive medical education pedagogic transition from traditional lecture hall dissemination of information toward experiential learning via problem-based learning (PBL) and authentic activities. Additionally, progressive medical educators advocate for inclusion of medical technology in both clinical and didactic learning environments. So although dissection of cadavers has historically been the cornerstone of anatomy instruction, advancements in medical imaging, virtual cadaver software, and digital learning media suggest that a flipped and blended course of human anatomy is possible. This study documents the transformation of a graduate level dissection-based basic science course into a technology and clinically based anatomy course. Student achievement measured via pre/posttest design demonstrated significant increases in scores, which indicates that learning occurred. Student perceptions of teaching and learning materials and instructional methods measured by a Likert-type survey questionnaire revealed learning preferences and attitudes, and showed significant correlations between key questions to support instrument validity.