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Encouraging collaboration and communication in the gross anatomy laboratory

Students work in small groups (2-3) Distinct roles to be negotiated within groupTwo groups per specimen each day Specimen assignments change daily, establishing a collective resource. The anatomy lab as a setting for developing teamwork skills. Professional but relaxed atmosphereWork at their own pace on daily assignmentsSmall groups require constant interaction with peers

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Encouraging collaboration and communication in the gross anatomy laboratory

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    1. Leslie K Sprunger, DVM, PhD Dept of Vet & Comp Anat, Pharm, & Physiology Encouraging collaboration and communication in the gross anatomy laboratory

    2. Students work in small groups (2-3) Distinct roles to be negotiated within group Two groups per specimen each day Specimen assignments change daily, establishing a collective resource The anatomy lab as a setting for developing teamwork skills

    3. Professional but relaxed atmosphere Work at their own pace on daily assignments Small groups require constant interaction with peers & faculty The anatomy lab as a setting for developing communication skills

    4. Two groups share one specimen Section 1 carries out assigned dissection (2.5 hrs) Section 2 studies dissected material completed by section 1 (1.5 hrs) Transition Review = link between section 1 and section 2 The anatomy lab as a setting for developing communication skills

    5. One student from each section 1 team gives an overview of the days’ work to an incoming section 2 team Purpose: briefly introduce material, orient next group, identify any problems encountered 6-7 reviews per student per semester, each to a different audience Transition Reviews

    6. Initial Evaluation Rubric

    7. Evaluation Rubric – short form

    8. Questions Participation and engagement? Awareness of professional communication as a process? Quality of evaluations? Receptivity to feedback from peers? Methods Data from evaluation forms completed in class Online end-of-course evaluation Peer- and self-evaluation

    9. Participation & Engagement

    10. Student Awareness

    11. Quality of Evaluations Peer evaluations were indiscriminately favorable – usually all 4’s or all 5’s Self-evaluations typically 0.4 - 0.8 pts lower than peer evaluations; range of daily average differences: 0.5 - 1.5

    12. Receptivity to feedback Only ~20% asked to receive peer feedback Reasons for low receptivity unclear - less than full buy-in on value of feedback, fear? Suggests opportunities for further education in professionalism, critical thinking, value of high quality feedback

    13. Red Flags? Failure to complete a self-evaluation N =16 mean class rank = 64/99, median class rank = 70/99 Lower performance on transition reviews: mean score = 2.9 ± 0.17 vs overall mean of 4.3 ± 0.04 (p < 3E-18) Opting out of an exercise presented as required but without grading consequences correlated with reduced communications skills in particular and lower academic performance

    14. Importance of integrating relevant communications skills practice early and throughout the curriculum Laboratory courses can provide useful opportunities for practice in communication Students will benefit from training in the value & effective delivery of feedback Summary

    15. Participating Faculty & Instructional Support Staff Gil Burns Cesario Zamora Marc Ratzlaff Patrick Wilson Briedi Gillespie Steve Lampa Paul Johnson Sandra Bellinger

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