Promoting Active Learning in the Gross Anatomy Laboratory

Abstract

Active learning aims to engage learners in higher-order cognitive tasks such as problem-solving, knowledge application, analysis, synthesis, and evaluation. It is an umbrella term encompassing a wide range of instructional methods with a rich theoretical underpinning. The gross anatomy laboratory, a small-group, highly interactive learning environment, offers rich opportunities for implementing such methods. The few examples discussed are as follows: (1) dissection classes triggered by clinical problems artificially created on the cadavers, to stimulate knowledge application and problem-solving; (2) a cloud-based mobile platform for peer teaching during dissection classes; and (3) a task-based prosection class, wherein students need to complete tasks based on learning materials organized into stations. To further promote student engagement, teachers can adopt the one-minute preceptor framework in interacting with students in order to foster student ownership of a problem and to provide appropriate feedback, even if the preceptorial encounters are brief.