Engage Students through Active Learning and Peer Teaching in a Prosection‐Based Anatomy Lab
Authors: Woodcock Jade , Lackey‐Cornelison Wendy , Isaac Carolyn 
Published: June 2021

With limited time in the curriculum for dissection, faculty designed a novel peer teaching approach for laboratory instruction. A modified jigsaw method of active learning is used to help students acquire skills commonly associated with dissection courses, such as teamwork and in‐situ relationships of anatomical structures while remaining within limited time constraints. Our approach ensures every student working in assigned teams is engaged in the identification of anatomical structures and the facilitation of peer instruction to their colleagues.

Prior to each session, students (n=42) are organized into seven predetermined teams of six students. During lab, each team selects an active learning sheet (ALS) listing five anatomical structures to identify on a specific cadaver. Through collaborative learning, each group identifies and tags, via numbered pins, the structures on their ALS. Additionally, teams write follow‐up discussion questions. These questions encourage students to relate objectives to other anatomical structures, disciplines, and/or clinical relevance. When finished, a faculty member confirms that structures are identified correctly.

Once all teams have been checked for accuracy, new groups are formed containing one member from each of the original six teams. This modified jigsaw method allows for a student “expert” to facilitate (peer teach) objective identification and discussion at each cadaver station. As groups move between cadavers, a new group member takes over the “expert” role. During peer teaching, faculty continually circulate and listen to student presenters for accuracy and provide assistance as needed. During down time between rotations, students are encouraged to identify objectives included in the session but not listed on the ALS.

Immediately upon implementing this active learning approach, faculty observed increased student interaction, participation and discussion on prosected cadavers. Furthermore, the students requested that the ALS, which initially consisted of three objectives, be increased to five, indicating the perceived value of this activity. As students progress through their second‐year, faculty observe ALS follow‐up questions tend to increase in complexity with the inclusion of content from other disciplines.

Through deliberate and thoughtful instructional design, our approach addresses criticisms leveled against programs not using traditional dissection. While identifying structures at their own station and being quizzed at peer stations, students see a variety of specimens that illustrate the three‐dimensional organization of the body and range of anatomic variation between individuals. Students acting in teams to pin specimens and create follow‐up questions practice communication skills, teamwork, and collaboration. While participating in the quizzing portion, these same students participate in a low‐stakes bedside Socratic questioning experience, similar to what they will encounter during the clerkship years. Our active learning prosection‐based approach addresses content, collaboration, and multisensory learning in a time efficient manner which is vital in today's reduced contact hour curricula.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.