NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Learning and Study Strategies Correlate with Medical Students' Performance in Anatomical Sciences
Peer reviewed Peer reviewed
Direct linkDirect link
Khalil, Mohammed K.; Williams, Shanna E.; Hawkins, H. Gregory – Anatomical Sciences Education, 2018
Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination® (USMLE®) Step 1 and Comprehensive Osteopathic Medical Licensing Examination® (COMPLEX-USA®) Step 1. Improvement of student study/learning strategies skills is associated with academic…
Descriptors: Learning Strategies, Correlation, Metacognition, Time Management
An Evaluation of Outcomes Following the Replacement of Traditional Histology Laboratories with Self-Study Modules
Peer reviewed Peer reviewed
Direct linkDirect link
Thompson, Andrew R.; Lowrie, Donald J., Jr. – Anatomical Sciences Education, 2017
Changes in medical school curricula often require educators to develop teaching strategies that decrease contact hours while maintaining effective pedagogical methods. When faced with this challenge, faculty at the University of Cincinnati College of Medicine converted the majority of in-person histology laboratory sessions to self-study modules…
Descriptors: Independent Study, Anatomy, Medical Education, Outcomes of Education
Student Failures on First-Year Medical Basic Science Courses and the USMLE Step 1: A Retrospective Study over a 20-Year Period
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, E. Robert; Garrett, Judy – Anatomical Sciences Education, 2015
Correlates of achievement in the basic science years in medical school and on the Step 1 of the United States Medical Licensing Examination® (USMLE®), (Step 1) in relation to preadmission variables have been the subject of considerable study. Preadmissions variables such as the undergraduate grade point average (uGPA) and Medical College Admission…
Descriptors: Academic Failure, Medical Students, College Science, Introductory Courses
Integration of Gross Anatomy in an Organ System-Based Medical Curriculum: Strategies and Challenges
Peer reviewed Peer reviewed
Direct linkDirect link
Brooks, William S.; Woodley, Kristina T. C. Panizzi; Jackson, James R.; Hoesley, Craig J. – Anatomical Sciences Education, 2015
The University of Alabama School of Medicine (UASOM) instituted a fully integrated, organ system-based preclinical curriculum in 2007. Gross anatomy and embryology were integrated with other basic science disciplines throughout the first two years of undergraduate medical education. Here we describe the methods of instruction and integration of…
Descriptors: Anatomy, Medical Education, College Curriculum, Integrated Curriculum
Changes in Anatomy Instruction and USMLE Performance: Empirical Evidence on the Absence of a Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Cuddy, Monica M.; Swanson, David B.; Drake, Richard L.; Pawlina, Wojciech – Anatomical Sciences Education, 2013
Anatomy instruction has evolved over the past two decades as many medical schools have undergone various types of curricular reform. To provide empirical evidence about whether or not curricular changes impact the acquisition and retention of anatomy knowledge, this study investigated the effect of variation in gross anatomy course hours,…
Descriptors: Anatomy, Medical Education, Curriculum Development, Laboratories