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The Development and Implementation of a Parallel, Multi-Campus Medical Anatomy Curriculum Delivered with and without
William Harvey1, Lachlan Van Schaik1, Hayden Frizzell1
1Department of Rural Health, The University of Melbourne, 49 Graham Street, Shepparton, VIC Australia.
Medical Science Educator
|March 27, 2025
Summary
This study introduces a blended anatomy curriculum adaptable for use with or without cadavers. It highlights how non-cadaveric resources achieve identical learning outcomes in rural anatomy practical sessions.
Area of Science:
- Medical Education
- Anatomy Teaching
- Curriculum Development
Background:
- Traditional anatomy education relies heavily on cadaveric resources.
- Accessibility and availability of cadavers can be challenging, particularly for rural institutions.
- Developing flexible anatomy curricula is essential for modern medical training.
Purpose of the Study:
- To describe a novel, parallel, multi-campus anatomy curriculum.
- To detail the integration of non-cadaveric teaching resources in rural campus practical sessions.
- To demonstrate the achievement of identical learning outcomes across campuses with differing resources.
Main Methods:
- Implementation of a blended learning program with asynchronous lectures and e-Learning modules.
- Utilisation of synchronous hands-on practical sessions.
- Deployment of non-cadaveric resources including 3D models (physical and digital) and interactive multimedia at the rural campus.
- Use of professionally prepared body donor cadavers at the metropolitan campus.
Main Results:
- The curriculum successfully accommodates both cadaveric and non-cadaveric teaching modalities.
- Non-cadaveric resources effectively replicate learning outcomes achieved with cadavers.
- A flexible, cross-campus anatomy education model was established.
Conclusions:
- A blended anatomy curriculum can be effectively delivered using diverse resources.
- Non-cadaveric teaching methods are viable alternatives for anatomy practical sessions.
- This model enhances the accessibility and adaptability of anatomy education.
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