Assessing Anatomy Education: A Perspective from Design. Issue 3 (17th March 2021)

• Record Type: Journal Article
• Authors: Roxburgh, Mark; Evans, Darrell J.R.
• Other Names: Evans Darrell J.R. guestEditor.
• Is Part Of: Anatomical sciences education. Volume 14:Issue 3(2021)
• Page Start: 277
• Page End: 286
• Publication Date: 2021-03-17
• Subjects: design learning -- gross anatomy education -- assessment -- active learning -- artificial intelligence -- machine learning; Human anatomy -- Periodicals; 611.005
• DOI: 10.1002/ase.2060
• Languages: English
• ISSNs: 1935-9772

Abstract

Abstract : Medical and healthcare practice is likely to see fundamental changes in the future that will require a different approach to the way in which we educate, train, and assess the next generation of healthcare professionals. The anatomical sciences will need to be part of that challenge so they continue to play a full role in preparing students with the knowledge and ever increasingly the skills and competencies that will contribute to the fundamentals of their future capacity to practice effectively. Although there have been significant advances in anatomical science pedagogy, by reviewing learning and assessment in an apparently unrelated field, provides an opportunity to bring a different perspective and enable appropriate challenge of the current approaches in anatomy. Design learning has had to continually reimagine itself in response to the shifting landscape in design practice and the threats associated with technology and societal change. Design learning has also long used a student‐centric active pedagogy and allied authentic assessment methods and, therefore, provides an ideal case study to help inform future changes required in anatomical learning and assessment.