The Traffic Light Approach: How structured pre-work re-establishes the dissection room as an active learning space

Door, Rachael

Abstract

The Issue: The dissection room has traditionally been an active learning environment and at Keele this is something we are passionate about maintaining. In recent years, however, Undergraduate Medical students started falling into a passive role, using notetaking in the dissection room as a dominant learning approach.

The Innovation: We shifted the responsibility for learning back to the students. We designed and developed structured handbooks that provided students with three stages of pre-work, organized by importance and accessibility: · Stage 1 – Watch · Stage 2 – Read · Stage 3 – Review Each stage utilized a variety of resources to improve the accessibility of the material and ensure equality of access for all students.

The Impact: 1. Staff can ensure an active anatomy session where dissection is the focus 2. Students can apply their knowledge to the specimens, moving away from rote memorization and towards problem-solving 3. Students have greater guidance as to the depth of detail required, important on a PBL course 4. With increasing numbers, the pre-work has relieved some pressure on the staff to prevent hours of didactic teaching

Citation

Door, R. (2022, June). The Traffic Light Approach: How structured pre-work re-establishes the dissection room as an active learning space. Presented at Keele University School of Medicine Scholarship Conference 2022, Keele University

• Presentation Conference Type: Lecture
• Conference Name: Keele University School of Medicine Scholarship Conference 2022
• Conference Location: Keele University
• Start Date: Jun 15, 2022
• Deposit Date: Aug 2, 2023
• DOI: https://doi.org/10.13140/RG.2.2.36304.17921