Introduction to Anatomy Education (Lincoln)

Code

MEDS3087

School

Medical Education Centre

Level

3

Credits

10

Semesters

Autumn UK

Summary

This module introduces students to the different facets of anatomy education and provides opportunities for students to engage in teaching activities that are designed to enhance student’s presentation skills as well as their anatomical knowledge. The following areas of anatomy education will be explored:

Laws and regulations: this section aims  to introduce students to the historical development of anatomy as a subject and how that has brought about the establishment of various laws and regulations, with a particular focus on the Human Tissue Act. This will raise student’s awareness to the important and relevant policies and regulations in place for donating, handling and storage of human specimens. 

Technological advances in anatomy education: this section aims to introduce alternative teaching methods of anatomy including some of the most recent technological advances such as imaging, interactive digital models, 3D printing and virtual reality. Students will have an opportunity to talk about the advantages and disadvantages of teaching with these technological innovations in contrast to human specimens. 

Evolutionary and comparative anatomy: this section aims to relate morphological features of other organisms to their functions and adaptations to their living environment. 

Hands-on Teaching: this section aims to provide opportunities for students to engage in various teaching activities including lesson planning, presentation, slides preparation and in-person practical teaching. Students will be asked to engage in reflective practices and evaluate their own performance as well as peer-evaluate their colleagues. 

Target Students

Third year medical students on the U6UMEDCNP4 (A10L) programme

Classes

• One 2-hour workshop each week for 2 weeks
• One 1-hour seminar
• One 1-hour practicum
• Four 1-hour lectures each week for 4 weeks

Lectures will be on the laws and regulations and evolutionary and comparative anatomy components. Workshop will be conducted in a journal club format where students will select an article on any teaching and learning modalities. Seminar will split students into groups for a debate. Practical allows students to participate as a teaching assistant.

Assessment

• 100% Coursework: 2000 word essay discussing factors which influence anatomy teaching

Assessed by end of autumn semester

Educational Aims

Learning Outcomes

The students will achieve learning outcomes within the GMC’s Outcomes for Graduates (2018) as follows: (for “Newly qualified doctors” read “Students”) 

Outcomes 1: Professional Values and Behaviour
Professional and Ethical Responsibilities
2 - Newly qualified doctors must behave according to ethical and professional principles.  
They must be able to:
g manage their time and prioritise effectively
p explain and demonstrate the importance of professional development and lifelong learning and demonstrate commitment to this
q work effectively and appropriately as a mentor and teacher for other learners in the multi-professional team 
s access and analyse reliable sources of current clinical evidence and guidance and have established methods for making sure their practice is consistent with these
t explain and demonstrate the importance of engagement with revalidation, including maintaining a professional development portfolio which includes evidence of reflection, achievements, learning needs and feedback from patients and colleagues.
u engage in their induction and orientation activities, learn from experience and feedback, and respond constructively to the outcomes of appraisals, performance reviews and assessments.

Patient safety and quality improvement 
5 - Newly qualified doctors must demonstrate that they can practise safely. They must participate in and promote activity to improve the quality and safety of patient care and clinical outcomes. 
They must be able to:
g apply the principles and methods of quality improvement to improve practice (for example, plan, do, study, act or action research), including seeking ways to continually improve the use and prioritisation of resources
 

Leadership and team working
8 - Newly qualified doctors must recognise the role of doctors in contributing to the management and leadership of the health service.
They must be able to:
a describe the principles of how to build teams and maintain effective team work and interpersonal relationships with a clear shared purpose
b undertake various team roles including, where appropriate, demonstrating leadership and the ability to accept and support leadership by others
c identify the impact of their behaviour on others
 

Outcomes 2 − Professional skills
Communication and interpersonal skills
10 - Newly qualified doctors must be able to communicate effectively, openly and honestly with patients, their relatives, carers or other advocates, and with colleagues, applying patient confidentiality appropriately.
They must be able to: 
b communicate by spoken, written and electronic methods (including in medical records) clearly, sensitively and effectively with patients, their relatives, carers or other advocates, and colleagues from medical and other professions. 
c use methods of communication used by patients and colleagues such as technology-enabled communication platforms, respecting confidentiality and maintaining professional standards of behaviour.
Diagnosis and medical management.

Using information effectively and safely
19 - Newly qualified doctors must be able to use information effectively and safely in a medical context, and maintain accurate, legible, contemporaneous and comprehensive medical records.
They must be able to:
a make effective use of decision making and diagnostic technologies

Outcomes 3 − Professional knowledge
Applying biomedical scientific principles
22 - Newly qualified doctors must be able to apply biomedical scientific principles, methods and knowledge to medical practice and integrate these into patient care. This must include principles and knowledge relating to anatomy, biochemistry, cell biology, genetics, genomics and personalised medicine, immunology, microbiology, molecular biology, nutrition, pathology, pharmacology and clinical pharmacology, and physiology.
They must be able to:
a explain how normal human structure and function and physiological processes applies, including at the extremes of age, in children and young people and during pregnancy and childbirth

Clinical research and scholarship
26 Newly qualified doctors must be able to apply scientific method and approaches to medical research and integrate these with a range of sources of information used to make decisions for care. 
They must be able to:
c describe the role and value of qualitative and quantitative methodological approaches to scientific enquiry
d interpret common statistical tests used in medical research publications
e critically appraise a range of research information including study design, the results of relevant diagnostic, prognostic and treatment trials, and other qualitative and quantitative studies as reported in the medical and scientific literature.
f formulate simple relevant research questions in biomedical science, psychosocial science or population science, and design appropriate studies or experiments to address the questions 
g describe basic principles and ethical implications of research governance including recruitment into trials and research programmes

Conveners

• Dr Godwin Sokpor