Postgraduate Course: Teaching Anatomy (BIME11151)
Course Outline
| School | Deanery of Biomedical Sciences |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | In this course, you will learn the theoretical principles that underlie adult education and understand the theories employed in anatomy education. Often staged on the spectrum of medical education, anatomy education is diverse, both globally and between nearby institutions. Through active tutorial style sessions in semester 1 and 2, you will be introduced to the wide variety of ways anatomy can be taught and the literature that informs and evaluates the success of these methods. |
| Course description |
Each teaching anatomy session will require you to:
- undertake a preparatory element;
- engage with teacher-centred participatory teaching;
- take part in individual or group work, often involving presentation to your peers; and,
- follow up with a formative homework exercise.
In addition to the taught element, you will have an opportunity to develop your own teaching skills in lab-based and lecture-based environments.
The aims of this course are to shape you as an educator, to expose you to a wide variety of different educational means, to familiarise you with the literature supporting good educational practices and to empower you to make the choices that suit your educational philosophy. Whether you are interested in entering formal education for employment or practice bedside or office-based teaching as part of your job, you will develop relevant and transferable skills throughout this course.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2024/25, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 25,
Supervised Practical/Workshop/Studio Hours 10,
Formative Assessment Hours 10,
Summative Assessment Hours 10,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
141 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
60 %,
Practical Exam
40 %
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| Additional Information (Assessment) |
For example;
Literature review poster and presentation (10%)
Reflective Essay (10%)
Small group Teaching (20%)
Large Group Teaching (20%)
Portfolio (40%) |
| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Proficiently discuss the benefits and limitations of different learning environments, such as, but not limited to, large group, small group and online.
- Demonstrate your acquired knowledge of learning theory and curriculum design by creating a learning event from initial planning through to assessment and evaluation.
- Illustrate your knowledge of assessment formats and their suitability by designing appropriate assessment items for a learning event.
- Develop and present your own teaching philosophy on the basis of, and supported by, your knowledge of pedagogical literature and relevant learning theory.
- By the means of reflection, critically evaluate your own teaching, and the teaching you observe, to continue your commitment to continuous improvement.
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Reading List
Core Text
1. Chan, Lap Ki, and Pawlina, W. eds (2020). Teaching Anatomy: A Practical Guide. 2nd Edition. Heidelberg, New York, London: Springer.
A textbook focused solely on the practical approaches to anatomy education. Its chapters are a little disjointed as each is written by a different author, however with contributions from many of the key players in anatomy education it is an important source book.
Other important reading
2. Swanwick, T,. Forrest, K. and O'Brian, B.C. eds. (2018). Understanding Medical Education: Evidence, Theory, and Practice, 3rd Ed. Oxford: Wiley Blackwell
3. Light, G., Cox, R. and Calkins, S. (2009). Learning and Teaching in Higher Education; The Reflective Professional 2nd ed. London: SAGE Publications.
Education Journals
- Anatomical Sciences Education
- Clinical Anatomy
- Annals of Anatomy
- Journal of Anatomy
Guidance on a range of educational journals can be found here:
Tight, M. (2018). Higher education journals: their characteristics and contribution. Higher Education Research and Development. 37(3):607-619 https://doi.org/10.1080/07294360.2017.1389858
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Additional Information
| Graduate Attributes and Skills |
1. Pedagogical Skills
- Effective Teaching Methods: Proficiency in various teaching methodologies, including lectures, lab practicals, and problem-based learning.
- Adaptability: Ability to adapt to new teaching challenges and changes in the educational landscape.
- Feedback and Assessment: Competence in providing constructive feedback and assessing student performance accurately.
- Use of Technology: Familiarity with technological tools and resources used in teaching anatomy, such as 3D models, virtual dissection software, and multimedia presentations.
- Innovative Solutions: Creativity in developing new teaching strategies and tools to enhance learning.
2. Communication Skills
- Clear Explanation: Ability to explain complex anatomical concepts clearly and effectively to students.
- Feedback and Assessment: Competence in providing constructive feedback and assessing student performance accurately.
- Mentorship: Skills in mentoring and supporting students' academic and professional growth.
3. Professional Skills
- Ethical Standards: Commitment to ethical standards in both teaching and research, including the respectful use of human specimens.
- Professionalism: Demonstrates professionalism in interactions with colleagues, students, and the broader academic community.
- Continuous Improvement: Dedication to continuous professional development and staying updated with advances in anatomical sciences education.
- Diverse Learning Needs: Sensitivity to the diverse backgrounds and learning needs of students.
- Inclusive Teaching: Commitment to inclusive teaching practices that support all students.
- Comprehensive Knowledge: In-depth understanding of human anatomy, including systems, structures, and functions.
- Integration with Other Sciences: Ability to integrate anatomical knowledge with physiology, biochemistry, and pathology.
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| Keywords | teaching anatomy,medical education |
Contacts
| Course organiser | Ms Olivia Murray
Tel:
Email: omurray3@ed.ac.uk |
Course secretary | Miss Stepha Heck
Tel: (0131 6)50 3160
Email: stepha.heck@ed.ac.uk |
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