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Teaching and Learning Anatomy in a PBL Curriculum

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Teaching Anatomy

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Abstract

Teaching anatomy in a problem-based learning (PBL) curriculum poses some specific challenges. The characteristics of a PBL curriculum are therefore discussed first, and the importance of a spiral curriculum and teaching in context are stressed. Next, this chapter describes good practices and pitfalls when it comes to addressing anatomical knowledge in tutorial groups, giving lectures, implementation of dissection room sessions, and the use of teaching materials. These sections are covered with special attention to some outdated notions and misconceptions concerning anatomy education in PBL. Furthermore the struggle to stimulate students to take a deep approach to learning and to create a coherent mental representation of the anatomy of the whole body is discussed and possible solutions given.

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Author information

Authors and Affiliations

  1. Department of Educational Research and Development, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands

    Esther M. Bergman PhD

  2. Department of Anatomy, Radboud University Medical Center Nijmegen, Nijmegen, The Netherlands

    Esther M. Bergman PhD

Authors
  1. Esther M. Bergman PhD
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Correspondence to Esther M. Bergman PhD .

Editor information

Editors and Affiliations

  1. Department of Anatomy, Li Ka Shing Faculty of Medicine, Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong SAR, China

    Lap Ki Chan

  2. Department of Anatomy, Mayo Clinic College of Medicine, Rochester, Minnesota, USA

    Wojciech Pawlina

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Bergman, E.M. (2015). Teaching and Learning Anatomy in a PBL Curriculum. In: Chan, L., Pawlina, W. (eds) Teaching Anatomy. Springer, Cham. https://doi.org/10.1007/978-3-319-08930-0_14

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  • DOI: https://doi.org/10.1007/978-3-319-08930-0_14

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-08929-4

  • Online ISBN: 978-3-319-08930-0

  • eBook Packages: MedicineMedicine (R0)

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