Improving gross anatomy learning using reciprocal peer teaching

[1]  H. Kim.  Improving Doctor‐Patient Communication , 2017, Korean Medical Education Review.

[2]  D. Farchione,et al.  Do collaborative practical tests encourage student‐centered active learning of gross anatomy? , 2016, Anatomical sciences education.

[3]  Peter Goodyear,et al.  A little healthy competition: using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content , 2015, BMC Medical Education.

[4]  A. Jalali,et al.  To quiz or not to quiz: Formative tests help detect students at risk of failing the clinical anatomy course , 2015, Anatomical sciences education.

[5]  J. Jackson,et al.  Integration of gross anatomy in an organ system‐based medical curriculum: Strategies and challenges , 2015, Anatomical sciences education.

[6]  Kyong-Jee Kim,et al.  Digital report in an anatomy laboratory: a new method for team-based dissection, reporting, and evaluation , 2015, Surgical and Radiologic Anatomy.

[7]  W. Brooks,et al.  Team‐based learning in the gross anatomy laboratory improves academic performance and students' attitudes toward teamwork , 2015, Anatomical sciences education.

[8]  C. Ramnanan,et al.  A review of teaching skills development programmes for medical students , 2015, Medical education.

[9]  R. Tuesca,et al.  Modified team‐based learning strategy to improve human anatomy learning: A pilot study at the Universidad del Norte in Barranquilla, Colombia , 2014, Anatomical sciences education.

[10]  Alice M. Roberts,et al.  Human Anatomy: Let the students tell us how to teach , 2014, Anatomical sciences education.

[11]  K. Yammine.  The Current Status of Anatomy Knowledge: Where Are We Now? Where Do We Need to Go and How Do We Get There? , 2014, Teaching and learning in medicine.

[12]  Veronica Papa,et al.  Teaching Anatomy in the XXI Century: New Aspects and Pitfalls , 2013, TheScientificWorldJournal.

[13]  S. Mshana,et al.  Shortage of faculty in medical schools in Tanzania: A case study at the Catholic University of Health and Allied Health Sciences , 2013 .

[14]  O. Akinola.  Formal body bequest program in Nigerian medical schools: When do we start? , 2011, Anatomical sciences education.

[15]  H. Ageely,et al.  The role of traditional dissection in medical education , 2010 .

[16]  M. Cowan,et al.  Student‐centered integrated anatomy resource sessions at Alfaisal University , 2010, Anatomical sciences education.

[17]  H. Gangata,et al.  The reliance on unclaimed cadavers for anatomical teaching by medical schools in Africa , 2010, Anatomical sciences education.

[18]  D. McAndrew,et al.  Review of anatomy education in Australian and New Zealand medical schools , 2010, ANZ journal of surgery.

[19]  A. Khurana,et al.  The anatomy of anatomy: A review for its modernization , 2010, Anatomical sciences education.

[20]  B. Bentley,et al.  Objective and subjective assessment of reciprocal peer teaching in medical gross anatomy laboratory , 2009, Anatomical sciences education.

[21]  Omar Habbal,et al.  The State of Human Anatomy Teaching in the Medical Schools of Gulf Cooperation Council Countries: Present and future perspectives. , 2009, Sultan Qaboos University medical journal.

[22]  W. Levinson,et al.  Does doctor-patient communication affect patient satisfaction with hospital care? Results of an analysis with a novel instrumental variable. , 2008, Health services research.

[23]  J. Youdas,et al.  Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students , 2008, Anatomical sciences education.

[24]  J. Obiunu.  The Effects of Reciprocal Peer Tutoring on the Enhancement of Career Decision Making Process among Secondary School Adolescents. , 2008 .

[25]  I. Munabi,et al.  Practices of Makerere University students during anatomy dissection , 2008 .

[26]  N. Vasan,et al.  Modified use of team‐based learning for effective delivery of medical gross anatomy and embryology , 2008, Anatomical sciences education.

[27]  B. Turney,et al.  Anatomy in a modern medical curriculum. , 2007, Annals of the Royal College of Surgeons of England.

[28]  Samy A. Azer,et al.  Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students , 2007, Surgical and Radiologic Anatomy.

[29]  J. Youdas,et al.  Perceived Usefulness of Reciprocal Peer Teaching Among Doctor of Physical Therapy Students in the Gross Anatomy Laboratory , 2007 .

[30]  M. Loukas,et al.  Teaching methods in anatomy courses in North American medical schools the role of radiology. , 2006, Academic radiology.

[31]  Tien-Shang Huang,et al.  Anatomy Instruction in Medical Schools: Connecting the Past and the Future , 2006, Advances in health sciences education : theory and practice.

[32]  A. Loganathan.  Re: Spielmann PM, Oliver CW. The carpal bones: a basic test of medical students'and junior doctors' knowledge of anatomy. Surgeon 2005; 3 (4): 257-59. , 2006, The surgeon : journal of the Royal Colleges of Surgeons of Edinburgh and Ireland.

[33]  L. Frostholm,et al.  The Uncertain Consultation and Patient Satisfaction: The Impact of Patients' Illness Perceptions and a Randomized Controlled Trial on the Training of Physicians' Communication Skills , 2005, Psychosomatic medicine.

[34]  C. Oliver,et al.  The carpal bones: a basic test of medical students' and junior doctors' knowledge of anatomy. , 2005, The surgeon : journal of the Royal Colleges of Surgeons of Edinburgh and Ireland.

[35]  T. Levett-Jones.  Self-directed learning: implications and limitations for undergraduate nursing education. , 2005, Nurse education today.

[36]  S. Carmichael,et al.  Reciprocal peer teaching: Students teaching students in the gross anatomy laboratory , 2005, Clinical anatomy.

[37]  Stephen W Carmichael,et al.  The Importance of Anatomy in Health Professions Education and the Shortage of Qualified Educators , 2005, Academic medicine : journal of the Association of American Medical Colleges.

[38]  H. Lempp,et al.  Perceptions of dissection by students in one medical school: beyond learning about anatomy. A qualitative study , 2005, Medical education.

[39]  Adrienne Stolfi,et al.  Team‐based learning in a medical gross anatomy and embryology course , 2005, Clinical anatomy.

[40]  N. Granger.  Dissection laboratory is vital to medical gross anatomy education. , 2004, Anatomical record. Part B, New anatomist.

[41]  W. Pawlina,et al.  Dissection in learning and teaching gross anatomy: rebuttal to McLachlan. , 2004, Anatomical record. Part B, New anatomist.

[42]  S. Lea,et al.  Higher Education Students' Attitudes to Student-centred Learning: Beyond 'educational bulimia'? , 2003 .

[43]  H. Ellis,et al.  Attitudes of medical and dental students to dissection , 2003, Clinical anatomy.

[44]  L. Parker.  Anatomical dissection: Why are we cutting it out? Dissection in undergraduate teaching , 2002, ANZ journal of surgery.

[45]  P. Maguire,et al.  Key communication skills and how to acquire them , 2002, BMJ : British Medical Journal.

[46]  T. Cole,et al.  MSJAMA. The changing role of dissection in medical education. , 2002, JAMA.

[47]  Jill Anthony,et al.  Where's the Learning in Service-Learning? , 2001 .

[48]  G. Dyer,et al.  Quidne Mortui Vivos Docent? The Evolving Purpose of Human Dissection in Medical Education , 2000, Academic medicine : journal of the Association of American Medical Colleges.

[49]  P. Hernon.  Where’s the Learning in Service-Learning , 1999 .

[50]  J A Spencer,et al.  Learner centred approaches in medical education , 1999, BMJ.

[51]  Yehuda Baruch,et al.  Response Rate in Academic Studies — A Comparative Analysis , 1999 .

[52]  Timothy P. Fitzharris,et al.  Survey of gross anatomy courses in the United States and Canada , 1998, The Anatomical record.

[53]  S Weaver,et al.  The team approach. , 1984, Texas hospitals.

[54]  J. Weinman,et al.  Teaching communication skills to pre‐clinical medical students: a general practice based approach , 1979, Medical education.

[55]  Nancy Boraks,et al.  Peer Tutoring: Putting It to the Test. , 1978 .

[56]  R. B. Rees.  The team approach. , 1976 .

[57]  J. Leddy,et al.  Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education , 2016, Anatomical sciences education.

[58]  P. Karau,et al.  Perception to Cadaver Dissection and Views on Anatomy as a Subject between Two Pioneer Cohorts in a Kenyan Medical School , 2014 .

[59]  B. Olabu,et al.  Maintaining excellence in Teaching of Human Anatomy: University of Nairobi Experience , 2013 .

[60]  Sarah B. Williams,et al.  Doing dissections differently: A structured, peer‐assisted learning approach to maximizing learning in dissections , 2013, Anatomical sciences education.

[61]  S. Meryn.  Improving doctor-patient communication. Not an option, but a necessity. , 1998, BMJ.

[62]  B. W. Griffin,et al.  The Effects of Reciprocal Peer Tutoring on Graduate Students' Achievement, Test Anxiety, and Academic Self-Efficacy. , 1997 .

[63]  S C Marks,et al.  Information technology, medical education, and anatomy for the twenty‐first century , 1996, Clinical anatomy.

[64]  Jon A. Krosnick,et al.  An introduction to survey research, polling, and data analysis , 1996 .

[65]  Learning together to work together for health. Report of a WHO Study Group on Multiprofessional Education of Health Personnel: the Team Approach. , 1988, World Health Organization technical report series.