APPLICATION OF THE TEACHING FOR UNDERSTANDING FRAMEWORK IN TOPOGRAPHICAL ANATOMY

Yilmazer-Hanke, Deniz (2010) APPLICATION OF THE TEACHING FOR UNDERSTANDING FRAMEWORK IN TOPOGRAPHICAL ANATOMY. [Conference Proceedings]

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Research Teaching Linkages Practice and Policy Conference Proceedings NAIRTL 3rd Annual Conference.pdf

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Abstract

The Teaching for Understanding (TfU) Framework is a pedagogical tool used in designing and developing a course. Here, the TfU is applied to teaching topographical anatomy to first year dental students, and the through line is therefore defined as teaching clinically relevant topographical anatomy in dentistry. Accordingly the generative topic of the course includes 'understanding the structure and function of those parts of the living human body relevant to dental practice: Head, neck, thorax and relevant parts of the upper limb, overview of abdomen and pelvis'. The Understanding Goals can be summarised as: (i) understanding the topographical relationship of anatomical structures on cadavers and in patients and being able to identify them; (ii) demonstrating the ability to relate anatomical structures to their function; (iii) differentiating anatomical variations and comparing them with pathological changes; (iv) applying anatomical knowledge for avoiding damage of structures during clinical practice and in disorders. The Performances of Understanding (PoU) are used as a criterion for fulfilling the points defined above, which are monitored in ongoing assessments. In practical classes the students learn how anatomical knowledge is obtained by viewing prosections and carrying out dissections, which helps them to deepen their understanding of principles of the three dimensional organisation of the human body. The students demonstrate their PoU in their practical skills in informal discussion with their instructors and peers during dissections, as well as in formal spot exams. The understanding of the theoretical basis of topographical anatomy is also assessed informally in lectures and practicals, whereas formal exams include structure-function relationships, normal anatomical variations, relevant links to developmental abnormalities disorders and damage caused by surgical interventions. The present survey shows that the TfU helps to outline the key components of the course and to set goals for its further improvement in the future.

Item Type: Conference Proceedings
Depositing User: National Forum
Date Deposited: 07 Dec 2015 08:40
Last Modified: 09 Dec 2015 18:52
URI: http://eprints.teachingandlearning.ie/id/eprint/3880

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