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Assessing Anatomy Education: A Perspective from Design.

Mark Roxburgh¹, Darrell J R Evans^2,3

¹School of Creative Industries, The University of Newcastle, Callaghan, New South Wales, Australia.

Anatomical Sciences Education

|February 5, 2021

Summary

This summary is machine-generated.

Future healthcare education requires evolving anatomical sciences training. Reviewing design learning offers insights into student-centric, active pedagogy and authentic assessment for anatomy, enhancing future professional practice.

Keywords:

active learning artificial intelligence assessment design learning gross anatomy education machine learning

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Area of Science:

Anatomical Sciences Education
Medical Pedagogy
Healthcare Professional Training

Background:

Medical and healthcare practice is undergoing fundamental changes.
Anatomical sciences education must adapt to prepare future healthcare professionals.
Current anatomical pedagogy needs re-evaluation in light of evolving educational needs.

Purpose of the Study:

To explore how insights from design learning can inform anatomical sciences education.
To challenge current approaches in anatomy learning and assessment.
To identify potential improvements in preparing students for future healthcare practice.

Main Methods:

Reviewing learning and assessment strategies in design education.
Analyzing student-centric active pedagogy in design.
Examining authentic assessment methods used in design learning.

Main Results:

Design learning provides a relevant case study for anatomical sciences.
Student-centric and active learning approaches are highlighted.
Authentic assessment methods in design offer transferable lessons.

Conclusions:

Anatomical sciences can benefit from adopting student-centric and active learning models.
Authentic assessment strategies from design can enhance anatomy education.
Adapting pedagogical and assessment methods is crucial for future healthcare professionals.