scholarly journals The use of Blackboard in a traditional gross anatomy course for dental students.

2006 ◽  
Vol 20 (5) ◽  
Author(s):  
Neil S Norton ◽  
Margaret A Jergenson ◽  
Laura C Barritt
Keyword(s):  
Gross Anatomy ◽  
Dental Students ◽  
Gross Anatomy Course

scholarly journals Predictors of Success in a Medical Gross Anatomy Course

2019 ◽  
Vol 33 (S1) ◽  
Author(s):  
Michelle Hintz ◽  
Daniel Brannen ◽  
Kyle Oney ◽  
Andrew Helman ◽  
Vanessa Pazdernik ◽  
...  
Keyword(s):  
Gross Anatomy ◽  
Predictors Of Success ◽  
Gross Anatomy Course

scholarly journals Incorporating elements of the musculoskeletal physical examination into the gross anatomy course

2006 ◽  
Vol 20 (4) ◽  
Author(s):  
David B Jones ◽  
Jason A Capo ◽  
Rebecca L Johnson ◽  
Tia R Milanese ◽  
T K Schiefer ◽  
...  
Keyword(s):  
Physical Examination ◽  
Gross Anatomy ◽  
Gross Anatomy Course

Making Gross Anatomy Relevant to Dental Students

2003 ◽  
Vol 67 (3) ◽  
pp. 355-358 ◽  
Author(s):  
Geoffrey D. Guttmann ◽  
Terence P. Ma ◽  
Brian R. MacPherson
Keyword(s):  
Gross Anatomy ◽  
Dental Students

Effect of didactically qualified student tutors on their tutees’ academic performance and tutor evaluation in the gross anatomy course

2016 ◽  
Vol 208 ◽  
pp. 170-178 ◽  
Author(s):  
A. Horneffer ◽  
U. Fassnacht ◽  
W. Oechsner ◽  
M. Huber-Lang ◽  
T.M. Boeckers ◽  
...  
Keyword(s):  
Academic Performance ◽  
Gross Anatomy ◽  
Gross Anatomy Course

Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course

2016 ◽  
Vol 10 (3) ◽  
pp. 215-223 ◽  
Author(s):  
Patrick J. Herling ◽  
B. Tanya Mohseni ◽  
Derek C. Hill ◽  
Stacy Chelf ◽  
Jeffrey A. Rickert ◽  
...  
Keyword(s):  
Gross Anatomy ◽  
Boot Camp ◽  
Gross Anatomy Course

Detached concern and death anxiety of first-year medical students: Before and after the gross anatomy course

1997 ◽  
Vol 10 (3) ◽  
pp. 201-207 ◽  
Author(s):  
George E. Dickinson ◽  
Carol J. Lancaster ◽  
Idee C. Winfield ◽  
Eleanor F. Reece ◽  
Christopher A. Colthorpe
Keyword(s):  
Medical Students ◽  
Death Anxiety ◽  
Gross Anatomy ◽  
First Year ◽  
Before And After ◽  
Detached Concern ◽  
Gross Anatomy Course ◽  
First Year Medical Students

scholarly journals Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

2014 ◽  
Vol 11 ◽  
pp. 1 ◽  
Author(s):  
Beven Livingston ◽  
Mary Lundy ◽  
Shana Harrington
Keyword(s):  
Academic Performance ◽  
Physical Therapy ◽  
Student Assessment ◽  
Gross Anatomy ◽  
Assessment Instrument ◽  
Physical Therapy Students ◽  
Positive Experience ◽  
Team Based Learning ◽  
Gross Anatomy Course ◽  
Successful Academic

Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Methods: The TBL-SAI was administered to 85 Doctor of Physical Therapy (DPT) students, comprising three cohorts (classes of 2013, 2014 and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: Students' Perceptions of Accountability, Preference for Lecture or TBL, and Student Satisfaction. Results: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean = 37.97, 95% CI [35.67, 40.26]) reported significantly higher satisfaction than that of the 2013 group (mean = 32.71, 95% CI [30.31, 35.05]) and the 2014 group (mean = 33.11, 95% CI [30.69, 35.53]). The 2015 group (mean = 125.3, 95% CI [120.6, 130.3]) also had a significantly higher total score than that of the 2013 group (mean = 115.6, 95% CI [110.5, 120.5]).Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

Sign in / Sign up

Export Citation Format

Share Document