1 LWBKC01_pindd 1 2/23/11 AM 2 BRS Gross Anatomy 2. Metaphysis □ Is a part of the diaphysis, the growth zone between the diaphysis. David A. Morton, Ph.D. (Gross Anatomy Course Director, School of Medicine) The gross anatomy course (ANAT ) is organized around a regional. Gross anatomy / Kyung Won Chung, Harold M. Chung, Nancy L. Halliday. .. Studies of gross anatomy can be approached in several different ways, including .

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First semester: Gross anatomy of the bones, joints and muscles, basic cytology, basic histology, integrated gross anatomy, cytology, histology and embryology. along the stinky stream, past the giant billboard for Dr Humayun's Hair Transplant . O Malalai of Maiwand,.. crammed t Interchange 4th Edition Level 1. PDF | On Apr 15, , Austin Doss and others published Gross Anatomy for Teacher Education (GATE): Educating the Anatomy Educator.

Medical Education Volume 2, Issue 1.

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BRS Gross Anatomy

Indeed, many medical educationalists hold the view that lessons learnt from the actual feel of human tissue are unsurpassed [ 22 , 23 ]. The use of modern technology like computers, however advanced they may be, will not match the use of real cadavers in dissection laboratories because they can never equate with the complex and miraculous reality of a human body [ 24 ].

Integration of newer teaching modalities and modern technology will encourage interest and retention of anatomical knowledge and its clinical relevance [ 1 ]. The Anatomy course for medical students at CUHAS is offered through a traditional teacher-oriented teaching method where students attend lecture classes that are followed by the dissection of cadavers.

This is usually done during the first semester of medical school.

One advantage of the teacher-centered learning is that it allows the instructor to determine the aims, content, organization, pace and direction of a presentation [ 25 ]. However, teacher-centered learning encourages one-way communication and hence making it difficult for lecturer to become aware of student academic weaknesses [ 25 , 26 ].

The other drawback of teacher-centered is that it places students in a passive rather than an active role, which hinders learning [ 26 ]. In order to increase their accountability to communities, there is a huge drive for medical schools to promote student-centred and problem-oriented approaches which produce doctors better equipped with the adult learning skills necessary for them to adapt to, and meet, the changing needs of the community they serve [ 27 ].

It is therefore critical that the time allocated for dissection is utilized effectively in order to give students a hands-on view of the body while also appreciating the three dimensions of anatomical structures. With the current shortage of Anatomy faculty at CUHAS, it is not possible for medical students to understand the subject conceptually in the scheduled course duration.

Reciprocal Peer Teaching RPT wherein students alternate roles as teacher and learner is a collaborative approach that embeds assessment in a formalized learning process to facilitate student involvement with course content and improve achievement [ 31 ]. The term reciprocal peer teaching RPT was first proposed in by Allen and Boracks to illustrate circumstances where students alternate roles as teacher and student [ 32 ].

External Anatomy

Under this educational paradigm, students vary their roles, being alternately charged with teaching their peers, and then being instructed in kind. By involving learners in the responsibility for their own learning and that of others, RPT transforms learning from private to a social activity [ 34 ]. RPT approach has been applied to gross Anatomy education with results showing that it leads to improved learning [ 35 — 39 ].

In addition, RPT is financially efficient alternative to hiring more staff members [ 31 — 33 ].

Traditionally, cadaver dissection at CUHAS and most of other medical schools in Tanzania has been conducted by students with assistance from anatomy faculty. Students are divided into groups of 15—20 depending on the size of the class and the number of cadavers available.

At the time this study was conducted, the total number of students and anatomy faculty were and 6 respectively, making a faculty:student ratio of A two-hour lecture on the region to be dissected is usually given on the morning and a three-hour dissection session is performed in the afternoon of the same day. The total number of hours allocated for lectures and dissection is and respectively.

Typically, students are given a schedule of dissection through region by region using the guidance of a dissection manual Fig.Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Click on Essentials of Gross Anatomy - for downloadable files.

Gross anatomy of the ligaments of fetlock joint in dromedary camel

Unipennate d. Citing Literature Number of times cited according to CrossRef: Pterygopalatine fossa and infratemporal fossa section were laid out in a confusing way where i felt could have been explained easier.

Abrahams, Jonathan D. New images and texts are added, however, the basic content has somehow been unchanged.

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