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Teaching Anatomy: A Practical Guide (2015 Edition) by Wojciech Pawlina, Lap Ki Chan

By Wojciech Pawlina, Lap Ki Chan

Educating Anatomy: a realistic advisor is the 1st booklet designed to supply hugely sensible recommendation to either amateur and skilled gross anatomy academics. the amount presents a theoretical origin of grownup studying and simple anatomy schooling and comprises chapters targeting particular concerns that academics in general come across within the varied and demanding eventualities within which they educate. The e-book is designed to permit academics to undertake a student-centered method and with a view to provide their scholars an efficient and effective total studying adventure. lecturers of gross anatomy and different uncomplicated sciences in undergraduate healthcare courses will locate during this specified quantity valuable details provided in a problem-oriented, succinct, and trouble-free layout. constructed through well known, specialist authors, the chapters are written concisely and in basic language, and a wealth of textual content bins are supplied to deliver out key issues, to stimulate mirrored image at the reader’s personal state of affairs, and to supply extra sensible counsel. academic theories are selectively incorporated to provide an explanation for the theoretical origin underlying functional feedback, in order that lecturers can properly regulate the suggestions defined within the ebook to slot their very own academic environments. accomplished and an important contribution to the literature, educating Anatomy: a realistic consultant is an imperative source for all teachers in gross anatomy.

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Extra resources for Teaching Anatomy: A Practical Guide (2015 Edition)

Sample text

The interactive social discourse engaged in through the PLN provides committed periods for learners to pass through the final reflective phase of a CER cycle. Educators should guide learners in the selection of participants for their particular PLN. A variety of educational delivery paradigms including problem-based learning and teambased learning can support social discourse and be included in the students’ PLN. More recent methodologies like the flipped classroom also require students to independently conceptualize information delivered digitally and then subsequently discuss it in a more interactive forum.

Visual and kinesthetic learners might gravitate toward using physical or virtual cadavers and laboratory specimens to help them connect various aspects of their conceptualized knowledge. Aural and read/write learners may be more engaged using podcast demonstrations and online or paper-based case problem solving with self-quizzing. Reflection Through Interactive Discourse Reflection is the final phase in a CER cycle. Once learners have independently acquired knowledge through conceptualization and experience, they need time to reflect on what they have learned.

2009;31:685–95. 20. Kolb DA. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall; 1984. 21. Branch WT, Paranjape A. Feedback and reflection: Teaching methods for clinical settings. Acad Med. 2002;77:1185–8. 22. Houghton W. Engineering Subject Centre Guide: Learning and teaching theory for engineering academics. Loguhborough University, Engineering Subject Centre. 2004. 23. Moon J. Reflection in learning and professional development. London: Kogan Page; 1999.

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