Improving
Critical Thinking Skills in the Gross Anatomy Classroom
David A. Morton, Ph.D.* - Department of Neurobiology and Anatomy, University of
Utah School of Medicine, SLC, UT; John D. Bell, Ph.D. - Department of
Physiology and Developmental Biology, Brigham Young University, Provo, UT; William
S. Bradshaw, Ph.D. - Department of Microbiology and Molecular Biology, Brigham
Young University, Provo, UT
PURPOSE:
Overemphasizing rote memorization of factual minutia is a
criticism of medical gross anatomy (GA) courses. Experienced physicians
indicate the need to improve critical thinking skills as opposed to memorizing
volumes of information. To address this need at the University of Utah School
of Medicine (UofUSOM) we sought to improve the GA
course by implementing active learning exercises in the classroom and
increasing the rigor of our exams.
METHODS:
During one unit of the GA course medical students were
encouraged to learn the basic facts outlined for each lecture prior to class.
Class sessions involved a variety of short lectures with application exercises
where students worked cooperatively solving clinical problems by integrating
the lecture material. The didactic principle was to engage each student in
active learning exercises such as Socratic dialogue or small group discussions.
In addition, the exam questions focused on integrating the required material
through problem solving.
RESULTS:
Students enjoyed being actively engaged during lecture as
opposed to passive listening. Students indicated how much they enjoyed being
challenged on the exam because they were being stretched to think about the
data as opposed to simply regurgitating it.
CONCLUSION/FUTURE
DIRECTIONS: To help students focus their studying,
specific objectives will be included for each of the 42 lectures detailing
student expectations. Practice problems will also be provided for each lecture
in order for students to practice synthesizing new information. We will
continue to increase the rigor of exam questions in order to help students
improve their critical thinking skills.
[Supported
by the Fund for the Improvement of Postsecondary Education (FIPSE) and the
Dept. of Neurobiology and Anatomy, University of Utah]