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Gastrulation establishes the three primary tissues of an embryo: the ectoderm, mesoderm, and endoderm. This developmental process relies on a series of intricate cellular movements, which in humans transforms a flat, “bilaminar disc” composed of two cell sheets into a three-tiered structure. In the resulting embryo, the endoderm serves as the bottom layer, and stacked directly above it is the intermediate mesoderm, and then the uppermost ectoderm. Respectively, these tissue strata will form...
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Impact of Curricular Redesign on Student Performance and Satisfaction in a Foundational Anatomy Block With Added Cell Biology and Histology.

Clinical anatomy (New York, N.Y.)·2026
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Go With the Flow: Visualizing Embryological Development with Concept Maps to Supplement Learning.

Madison E Bachler1, Gurvinder Kaur1,2

  • 1Graduate School of Biomedical Sciences, Texas Tech University Health Sciences Center, Lubbock, TX 79430 USA.

Medical Science Educator
|July 13, 2026
PubMed
Summary

Flowchart concept maps and quizzes significantly improved medical students' understanding of embryology. This active learning strategy enhanced comprehension and performance in the Anatomy, Histology, and Embryology course.

Keywords:
Active learningConcept mapsEmbryologyFlowchartsSummative exam performance

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Area of Science:

  • Medical Education
  • Embryology Learning Strategies

Background:

  • Embryology presents a significant learning challenge for first-year medical students.
  • Limited resources are available to effectively enhance comprehension of embryology.
  • Active learning strategies are crucial for improving student performance in complex subjects.

Purpose of the Study:

  • To develop and evaluate flowchart-style concept maps as an active learning resource for embryology.
  • To assess the impact of concept maps and quizzes on student comprehension and summative exam performance.

Main Methods:

  • First-year medical students received fillable embryology concept map templates weekly.
  • Pre-quizzes assessed baseline knowledge, followed by faculty-vetted completed concept maps.
  • Post-quizzes were administered before unit exams, and summative exam performance was analyzed.

Main Results:

  • A majority of students found concept maps useful and used them for review, indicating active engagement.
  • Student performance on post-quizzes significantly improved compared to pre-quizzes.
  • Students using concept maps or quizzes performed significantly better on embryology summative exams.

Conclusions:

  • Flowchart-style concept maps are a valuable active learning tool for embryology.
  • Integrated quizzes further enhance student comprehension and academic performance in embryology.
  • This strategy effectively addresses challenges in learning complex embryology concepts.