From Anatomical Knowledge to Clinical Comprehension: a Peer-Oriented Learning Session to Help Medical Students Make the Leap

Hector Lopez, Evan Goldman, John Gaughan, Sangita Phadtare

    Research output: Contribution to journalArticlepeer-review

    1 Scopus citations

    Abstract

    A number of active learning approaches are being used in medical schools and are shown to be effective for improving knowledge comprehension and retention. Here, we report the creation and successful implementation of an interactive activity that was created to help students to understand the concepts of anatomy. Our goal was to encourage them to think about human structure and function by demonstrating how anatomy is changed due to disease or trauma. This session consolidated clinically relevant concepts from different anatomy didactic sessions into one exercise. It also allowed application of basic anatomy principles to clinical scenarios by comparing normal thoracic anatomy with the trauma specimens such as those from chylothorax, traumatic aortic injury, superior vena cava (SVC) syndrome, and tracheobronchial injury with pneumomedistinum. The session was received very well by the students and resulted in their improved understanding and application of various principles of anatomy.

    Original languageEnglish (US)
    Pages (from-to)177-181
    Number of pages5
    JournalMedical Science Educator
    Volume27
    Issue number2
    DOIs
    StatePublished - Jun 1 2017

    All Science Journal Classification (ASJC) codes

    • Medicine (miscellaneous)
    • Education

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