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- Title
Interdisciplinary clinical anatomy education.
- Authors
Bezdickova, Marcela
- Abstract
It has been repeatedly proved, discussed, and agreed that interdisciplinary learning is a desirable element of healthcare education as preparation for inter-professional collaboration in the workplace. Participation of members from different specialties co-teaching students in multiple environments can be a successful way to demonstrate teamwork and effective interdisciplinary interactions. Developing the way through their individual performances and attitudes is a positive method of ensuring that students learn how to be useful healthcare team collaborators. Recently, there are limited opportunities for peer-to-peer and interdisciplinary learning and teaching interactions at the level of higher education. As such, an attempt to implement these pedagogical approaches was trialed at a college level in Swansea University. Graduate-Entry Medical (GEM) students acted as volunteer anatomy demonstrators, working alongside anatomists to run practical workshops as part of an undergraduate (UG) module. The GEM demonstrators reported a benefit alongside refining their teaching skills. Anatomists identify a pedagogical benefit to both demonstrators and enrolled students. They recognise the great advantage for GEM students who can enhance teaching skills essential to their early professional careers. Although proper interdisciplinary healthcare education is still somewhat vague, it should be a focus for us at different levels across the higher education levels.
- Subjects
SWANSEA University (Swansea, Wales); STUDENT volunteers; CLINICAL education; INTERDISCIPLINARY education; THEATER students; EFFECTIVE teaching
- Publication
Anatomy: International Journal of Experimental & Clinical Anatomy, 2022, Vol 16, pS81
- ISSN
1307-8798
- Publication type
Article