Abstract
Curricular reform is causing many directors of anatomy courses to move in new directions and become innovators. During this process it’s important to remember three basic guidelines (match curriculum or philosophy of education of institution; complement the faculty involved in the teaching; fit the type of students that will participate) and five guiding principles (active versus passive learning; time limited so laboratory must be efficient; use a variety of educational experiences; integrate anatomy with clinical medicine; learning should be longitudinal) as the course is redesigned as part of a changing curriculum or designed for a new academic program. This chapter will discuss these components and provide an example of how they are used when designing a new course.
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McBride, J.M., Drake, R.L. (2015). Anatomy Education in an Innovative Medical School Curriculum. In: Chan, L., Pawlina, W. (eds) Teaching Anatomy. Springer, Cham. https://doi.org/10.1007/978-3-319-08930-0_34
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DOI: https://doi.org/10.1007/978-3-319-08930-0_34
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