Fortoul-van der Goes TI

Language: Spanish
References: 15
Page: 361-364
PDF size: 235.50 Kb.

ABSTRACT

Morphology in biomedical sciences in the modern curriculum includes anatomy, embryology and cellular and tissular biology, and medical histology. Anatomy is taught in a traditional manner, however teaching with corpses will have to change because of the increasing difficulty of obtaining them for teaching purposes. In embryology, the major challenge is to help the student to understand the 3D rotations that happen during normal intrauterine development. For cellular and tissular biology and medical histology, the need for an increased contextual orientation will show the student why this course is important for the clinician. Core curriculum, in addition to textbooks containing basic information that students will have the time to read, is highly recommended, and finally we have to invest more time in formative rather than in storage of knowledge in the students’ memory.

REFERENCES

1. Facultad de Medicina U. Plan de Estudios 2010 y Programas Académicos de la Licenciatura de Médico Cirujano 2009. [Internet] Disponible en: http://www.facmed.unam.mx/marco/index.php?dir_ver=16.

2. Riederer BM. Plastination and its importance in teaching anatomy. Critical points for long-term preservation of human tissue. J Anat. 2014; 224(3):309-15.

3. Shaffer K. Teaching anatomy in the digital world. N Engl J Med. 2004;351(13):1279-81.

4. Papa V, Vaccarezza M. Teaching anatomy in the XXI century: new aspects and pitfalls. ScientificWorldJournal. 2013;2013:310348.

5. Schramek GG, Stoevesandt D, Reising A, Kielstein JT, Hiss M, Kielstein H. Imaging in anatomy: a comparison of imaging techniques in embalmed human cadavers. BMC Med Educ. 2013;13:143.

6. Bockers A, Mayer C, Bockers TM. Does learning in clinical context in anatomical sciences improve examination results, learning motivation, or learning orientation? Anat Sci Educ. 2014;7(1):3-11.

7. Marsh KR, Giffin BF, Lowrie DJ, Jr. Medical student retention of embryonic development: impact of the dimensions added by multimedia tutorials. Anat Sci Educ. 2008;1(6):252-7.

8. Moraes SG, Pereira LA. A multimedia approach for teaching human embryology: Development and evaluation of a methodology. Ann Anat. 2010;192(6):388-95.

9. Anyanwu GE, Agu AU, Anyaehie UB. Enhancing learning objectives by use of simple virtual microscopic slides in cellular physiology and histology: impact and attitudes. Advances in physiology education. 2012;36(2):158-63.

10. Mione S, Valcke M, Cornelissen M. Evaluation of virtual microscopy in medical histology teaching. Anat Sci Educ. 2013;6(5):307-15.

11. Peña-Amaro J. Competencias y habilidades en histología médica: el potencial formativo de la observación microscópica. Estudios de Calidad e innovación de la Universidad de Córdoba. 2007(4):35-46.

12. Klatt EC, Klatt CA. How much is too much reading for medical students? Assigned reading and reading rates at one medical school. Acad Med. 2011;86(9):1079-83.

13. Taylor CR. Great expectations. The reading habits of year II medical students. N Engl J Med. 1992;326(21):1436-40.

14. Muñoz-Comonfort A, Leenen E, Fortoul TI. Correlación entre la evaluación diagnóstica y el rendimiento académico de los estudiantes en el primer año de medicina. Investigación en Educación Médica. 2014;3(10).

15. Britannica E. Mayo family. Encyclopaedia Britannica Online Academic Edition. 2014. [Internet] Disponible en: http://www.britannica.com/EBchecked/ topic/371035/Mayo-family.