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0069 Virtual anatomy in undergraduate pharmacy
  1. Keren Bielby-Clarke
  1. University of Bradford, Bradford, UK

Abstract

Background Simulation and technology-enhanced tools provide students with different ways to learn, whilst improving engagement and accessibility of learning resources.1,2 The development of a Simulation Suite and installation of an Anatomage Table®3 within the Faculty of Life Sciences has provided our Pharmacy students with the opportunity to use “virtual dissection” within their new curriculum. The Anatomage Table® was used to supplement existing resources, and provide an avenue for anatomical teaching as there is no access to cadaveric dissection for Pharmacy students.4

The Anatomage Table® is a virtual dissection table housed in the Simulation Lecture Theatre, within the new Integrated Learning Centre in the Faculty of Life Sciences. The Table® allows students to study a human body in 3-dimensions and great detail, whether investigating a system or an individual organ, in healthy physiology or the pathology of disease. The use of the Anatomage Table® allows us to provide an interactive learning experience for their anatomical and physiological knowledge, Integrated with the themes of the new Pharmacy curriculum.

Description This talk focuses on the integration of this new technology into the new Pharmacy curriculum, specifically:

  • Mapping of the anatomy teaching onto the curriculum;

  • Design, development and implementation of the new teaching resources/sessions;

  • Student and staff feedback.

Outcomes

  • Sessions designed and implemented to reinforce “traditional” teaching;

  • Small-group teaching for effective interactivity;

  • New resources designed for self-directed learning;

  • Further ideas for implementing more directed simulation, and for use of the Integrated Learning Centre.

Take home messages Simulation is an ideal method of providing students with a safe, interactive environment, where they can apply and build on their anatomical knowledge through experiential learning. Care should be taken when designing the resources, ensuring that they are implemented in line with the existing curriculum themes, and that they add value for the students in terms of their learning experience.

References

  1. Issenberg SB, McGaghie WC, Petrusa ER, Gordon DL, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10–28

  2. Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hamstra S. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA 2011;306(9):978–988

  3. Anatomage. http://medical.anatomage.com/

  4. McLachlan JC, Bligh J, Bradley PJ, Searle J. Teaching anatomy without cadavers. Med Educ. 2004;38:418–424

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