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Download full textWhitburn, Laura Y.; Colasante, Meg; McGowan, Heath; Hughes, Diane L.; McDonald, Aaron C.; Green, Rod A.; Zacharias, Anita – Journal of University Teaching and Learning Practice, 2021
Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve.…
Descriptors: Team Teaching, Instructional Effectiveness, Demonstrations (Educational), Student Satisfaction
Hughes, Diane L.; Whitburn, Laura Y.; Colasante, Meg; McDonald, Aaron C.; McGowan, Heath; Zacharias, Anita; Green, Rodney A. – Journal of University Teaching and Learning Practice, 2020
Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-taught practicals in large dissection laboratories to sole-taught classes in smaller laboratories. Such changes may alter teaching quality due to loss of peer teacher interactions in class. The current study aimed to compare experiences of team-taught…
Descriptors: Team Teaching, Anatomy, Science Instruction, Undergraduate Students
Anatomy Students That Are "Team-Taught" May Achieve Better Results than Those That Are "Sole-Taught"
Direct linkMcDonald, Aaron C.; Green, Rodney A.; Zacharias, Anita; Whitburn, Laura Y.; Hughes, Diane L.; Colasante, Meg; McGowan, Heath – Anatomical Sciences Education, 2021
Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was…
Descriptors: Anatomy, Science Instruction, Team Teaching, Exercise Physiology
