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The Secrets of Anatomy Pedagogy

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by

Claire Smith

on 5 August 2014

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Transcript of The Secrets of Anatomy Pedagogy

The Secrets of Anatomy Pedagogy
Who?
Psychometrics
What?
Core Curricular
Why?
Application of Knowledge
Where?
Or How...
When?
Acknowledgments
Previous Experience
Personality
Learning Style
Spatial Ability
Anatomical Society 2007
Neuro-Anatomy 2014
Previous Experience
Perceptions are created from many influences, including family, friends, class, religion and media
Anatomy extremely relevant to clinical practice (Moxham and Plaisant 2007, Smith and Mathias 2010)
Perception to expectation
Students expect to pass first and learn second
Personality
5 personality domains: extraversion, conscientiousness, agreeableness, openness to experience and neuroticism
Personality makes a difference to learning medicine/anatomy (Plaisant et. al 2011, Lievens et. al 2002, Finn et al 2009)

Learning Style
All classify learners into different and unique ways that learners prepare to learn and recall information
Plastic
Consistently show little correlation between LS and performance ( Wilkinson et al 2014, Chapman et al 2006, Smith and Haley 2005)
Spatial Ability
Spatial ability consists of visualization, orientation and manipulation of structures in space (McGee 1979)
Spatial ability has been found to be a predictor of success in anatomy (Garg 2001)
Elements such as metric ability can be trained for (Fernandez, Dror and Smith 2011)
Baseline spatial ability is not associated with prior academic performance or interest in a surgical career (Hassan, Schulz and Smith 2014)

Situated learning
Encapsulation
Illness script formation
But decision making not always based on evidence
Formal- 3 phases, before, during and after
Types of learning activity
Approach to learning- surface, deep, strategic (Marton and Saljo 1976, Ramsden 2003)
Formal/Informal
Approach to Learning
Deep, Strategic, Surface
Deep/Strategic preferred (Smith and Mathias 2007, Ward 2011, Smith et al 2014)
Surface possibly marker for students at risk but also part of threshold concepts (Smith and McManus 2014)
Longitudinal/early years (Evans and Watt 2005)
Interplay with approach to learning and engagement (Smith and Mathias 2010)
E-learning transforming landscapes, with interactive e booklets, for example average 190 visits per day with peaks before assessment (Smith, Cecot and Border 2014)
Near Peer teaching, increase in perceived knowledge (Hall et al 2013)
This Presentation is dedicated to Haydn Mathias 1949-2014
Thank you to all students
Thank you to the Anatomical Society
C.Smith@bsms.ac.uk
Full transcript