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Blog No. 1 By Dr. Siobhan Moyes

At the Peninsula Medical School, we recently carried out a qualitative study that aimed to better understand our students’ perception of barriers and enablers to learning Anatomy (Moyes et al AMEE 2018). One emergent theme was students’ struggle to make sense of the new anatomical and clinical language. With many students rote learning names of structures/conditions, rather than understanding them.  As this issue is not unique to anatomy, addressing it would benefit a variety of disciplines. 

I designed a short, simple activity to be piloted as part of the year 1 Medical School induction. The aim of which was to provide students with an approach to breaking down seemingly complicated words to better understand them. There was the potential for a session identifying prefixes, roots and suffixes to be somewhat dry, so I decided to gamify the activity to increase engagement.

This simple game consists of a number of cards that contain an anatomical or clinical prefix, root or suffix on one side, and a definition on the other. The PDF (here) provides a selection that can be printed out, or used as inspiration, and contains a lesson plan. The session starts by outlining why this approach will be useful to them and that, by the end of the session, they should be able to translate a list of seemingly complex clinical and anatomical phrases that are visible on the screens. In groups, students start by identifying the terms they know and try to work out the terms they are unfamiliar with. Staff are on hand to help them work out some of the more esoteric terms. This also helps them identify the value of shared knowledge and group work. At the end of the session students worked together as a group to translate the phrases on the screens. As this activity was located in the induction period, we pitched it as a fun ice-breaker. 

Following the session, we provided a link to a short podcast we created about clinical and anatomical language you can find here (link). Students’ learning was assessed a week later during their Anatomage table induction, where they were repeatedly asked to break down the names of structures on the virtual cadavers. All students were able to identify the component parts of the words and apply them to what they were dissecting, which was suggestive that this activity provided them with the tools needed to apply to a variety of situations. 

Feedback from this session was overwhelmingly positive and we have trialled it with other learner groups including experience days for school children and for postgraduate Physician Associate students, all with similar success. 

If you have any questions about this approach, please just email me on Siobhan.moyes@plymouth.ac.uk.

CURRENT ISSUE: The potential for 3D printing in human developmental biology in #anatomy education. @AnatSciEduc #ASE
'Three‐Dimensional Printing of Archived Human Fetal Material for Teaching Purposes.'
https://t.co/Jy4uLqbeuL

The first GALEN Blog by @petiteanatomist with resources for you to use is available at https://t.co/VPfJ7PNqOb

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