Lap Ki Chan Wojciech Pawlina Editors Teaching Anatomy A Practical Guide 123 Teaching Anatomy Lap Ki Chan (cid:129) Wojciech Pawlina Editors Teaching Anatomy A Practical Guide Editors Lap Ki Chan Wojciech Pawlina Institute of Medical and Health Department of Anatomy Sciences Education Mayo Clinic College of Medicine Department of Anatomy Mayo Clinic Li Ka Shing Faculty of Medicine Rochester , MN , USA The University of Hong Kong Hong Kong SAR , China ISBN 978-3-319-08929-4 ISBN 978-3-319-08930-0 (eBook) DOI 10.1007/978-3-319-08930-0 Springer Cham Heidelberg New York Dordrecht London Library of Congress Control Number: 2014956236 © Springer International Publishing Switzerland 2015 This work is subject to copyright. 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Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) “To my parents, Laura, and my teachers and students, from whom I have learned much” Lap Ki Chan “To my anatomy teachers who guided me to the threshold of my optimism: Kazimierz Pawlina, MD my father and fi rst anatomy teacher; Franciszek Jugowski MD, PhD from the Jagiellonian University, Lynn H. Larkin, PhD from the University of Florida; Stephen W. Carmichael, PhD from Mayo Clinic; and to my past, present and future students.” Wojciech Pawlina Pref ace The title of this book, “Teaching Anatomy: A Practical Guide,” deserves some explanation. The word teaching has unfortunately become an unpopu- lar word in educational writing. It is often associated with passive learning with the teacher playing the role of the “sage on the stage.” Knowledge is seen as packages transferrable from the teacher to the students, whose role is only to be receivers of the packages. But to us, teaching involves all activities that a teacher does to help students learn. It involves being both a “sage on the stage” and a “guide on the side.” W ith the current trend toward a system-based approach to medical educa- tion, a book that focuses on the teaching of anatomy may seem old fash- ioned. After all, over the past few decades, anatomy has become increasingly integrated into the wider curriculum and is less of an isolated subject. However, this shift in the curriculum and educational philosophy has not destroyed anatomy’s long history as a distinct discipline. Anatomy, espe- cially gross anatomy, still plays a unique role in many healthcare programs: it has frequently become the only practical course that students will experi- ence in the early part of the medical curriculum. Students oftentimes learn gross anatomy from possibly one of the most mystical teaching aids: their fi rst “patients,” the cadavers. Cadaveric dissection provides a unique oppor- tunity for students to be introduced to issues of life, death, and suffering and to learn the “soft” skills of medicine. Through working together in the dis- section laboratory, students learn skills like refl ection, teamwork, communi- cation, professionalism, and ethics, which are all important to their future healthcare careers. This book aims to be a practical guide and not an exhaustive reference on educational theories as applied to anatomy teaching and learning. We under- stand that anatomy teachers work in diverse educational environments, including professional healthcare and undergraduate programs, teaching stu- dents with different kinds and levels of preparation. They may need to work within the confi nes of a set syllabus or designing their own course. They may have preferences for high or low tech materials and have few resources or many. Their backgrounds may be clinical or academic. They often need to convey a large body of knowledge to students in a short time and integrate it into the wider healthcare curriculum. They may need to take part in highly specialized pedagogies, such as problem-based learning, team-based learn- ing, and e-learning. Moreover, since curriculum structures vary among schools, integrating anatomy into the curriculum must be fl exibly done. vii viii Preface To help teachers to tackle these challenges, we edited this guide book, which gives practical advice to both novice and experienced anatomy teach- ers in the diverse educational situations that they commonly encounter. We are the fi rst to admit that we do not know it all, so each chapter is written by an expert on its topic. The aim is to help teachers to give the best learning experiences to their students. We also understanding that anatomy teachers, like most other teachers in tertiary institutions, need to divide their time between teaching, research, administrative duties and sometimes even clini- cal work. We have invited the expert authors of the chapters to write concisely and in simple language. Text boxes are provided to bring out the key points, to stimulate refl ection on the reader’s own situation, or to provide additional practical tips. Educational theories, though not the focus of this book, are selectively included in order to explain the theoretical foundation underlying practical suggestions, so that teachers can appropriately modify the strategies described in the book to fi t their own educational environments. As anatomy teachers, we often hope our students will gaze in awe at the inner universe of the human body, as we once did and, hopefully, still do. The induc- tion of our students to this inner universe is a privilege for us. It deserves to be done well. We sincerely hope that this book can help you to help your students to learn. Learning should be fun. And so should teaching, especially anatomy. Lap Ki Chan Wojciech Pawlina Hong Kong SAR, China Rochester, MN, USA Acknowledgments The editors would like to thank the staff at Springer Science+Business Media, especially Mr. Richard Lansing, Editorial Director in Division of Clinical Medicine and the production team in India, for their advice, guidance, and professional work at the various stages of the production of this book. We would also like to thank Ms. Laura Chan for her help in the copy editing of the book. ix