Cargando…
Education in anatomical sciences /
The discipline of anatomy has had a pivotal influence on the history of medicine as it serves almost as the language of medicine. This concept has not been changed till today, but the modalities that we use to understand the subject have been significantly changed. This book is unique in that the es...
| Clasificación: | Libro Electrónico |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Nova Biomecial,
[2013]
|
| Colección: | Human Anatomy and Physiology.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- EDUCATION IN ANATOMICAL SCIENCES; Library of Congress Cataloging-in-Publication Data; CONTENTS; PREFACE; Chapter 1: ANATOMICAL EDUCATION IN THE PAST: LESSONS FROM HISTORY; ABSTRACT; 1. INTRODUCTION; 2. ANATOMY-HISTORICAL PERSPECTIVE; 3. ANATOMICAL EDUCATION IN THE PAST: GROSS ANATOMY, EMBRYOLOGY, HISTOLOGY AND NEUROSCIENCE; 4. ANATOMY IN THE CONTEXT OF MEDICINE: LESSONS FROM HISTORY; 5. CHALLENGES THAT WE FACE; CONCLUSION; REFERENCES; Chapter 2: WHY DO WE NEED CHANGES? ANATOMY IN THE 21ST CENTURY; ABSTRACT; INTRODUCTION; METAMORPHOSIS OF ANATOMY INSTRUCTION; TECHNOLOGY AND ANATOMY INSTRUCTION.
- CLINICAL ANATOMY IN THE CURRICULUMCONCLUSION
- WHY DO WE NEED CHANGE; REFERENCES; Chapter 3: KEY ISSUES IN DEVELOPING ANATOMY CURRICULUM; ABSTRACT; INTRODUCTION; 1. LESS TIME FOR ANATOMY EDUCATION; 2. ANATOMY IN DIFFERENT TEACHING/ LEARNING MODULES; 3. HOW SHOULD ANATOMY BE TAUGHT?; 4. HOW MUCH ANATOMY SHOULD BE TAUGHT?; 5. TO DISSECT OR NOT TO DISSECT; THAT IS THE QUESTION; 6. FUTURE OF ANATOMY IN OUTCOME- BASED MEDICAL EDUCATION; 7. ASSESSMENT; CONCLUSION; REFERENCES; Chapter 4: HOW DO WE TEACH ANATOMY? USE OF TEAM-BASED LEARNING STRATEGY; ABSTRACT; INTRODUCTION.
- CONCERNS ABOUT COVERING THE COURSE CONTENTTO PROVIDE LECTURES OR READING ASSIGNMENTS AND LEARNING TOPICS; HOW WE STRUCTURED TEAM-BASED LEARNING; CONCLUSION; REFERENCES; Chapter 5: NEW HORIZONS IN MEDICAL EDUCATION TECHNOLOGY; ABSTRACT; 1. COURSE DELIVERY SYSTEM; 2. RESOURCE SESSIONS; 3. GROSS ANATOMY LABORATORY; 4. 21ST CENTURY MODALITY FOR LIVING ANATOMY PROGRAM; 5. PROFESSIONAL SKILLS; 6. COMPUTER ASSISTED EDUCATION; 8. ONLINE ASSESSMENTS; REFERENCES; Chapter 6: ANATOMICAL EDUCATION: GROSS ANATOMY(PART 1); SUMMARY; INTRODUCTION: THE PURPOSE OF A COURSE IN GROSS ANATOMY.
- CONSTRAINTS ON ADOPTION OF IDEAS IN THE LITERATUREDEDICATED OR MIXED COURSES?; THE CHOICE OF TEACHING METHOD; REGIONAL OR SYSTEMATIC GROSS ANATOMY; INTEGRATED COURSES; COURSES IN "CLINICAL ANATOMY"; DISSECTION COURSES; TEACHING PATHOLOGY IN THE DISSECTING ROOM; INTRODUCTION TO THE DISSECTING ROOM; CONCLUSION; REFERENCES; Chapter 7: ANATOMICAL EDUCATION: GROSS ANATOMY(PART 2); DEDICATION; BACKGROUND; TEACHING OF ANATOMY; IMPORTANT CONSIDERATIONS FOR TEACHING; THE ROLE OF AN ANATOMY MUSEUM; CONCLUSION; REFERENCES.
- Chapter 8: CELL BIOLOGY/HISTOLOGY CAN BE THE FACILITATOR FOR INTEGRATING BIOMEDICAL SCIENCES IN THE MEDICAL CURRICULUMABSTRACT; THE KIDNEY AS EXEMPLAR; REFLECTIONS ON THE ROLE OF MUCINS IN THE GASTRO-INTESTINAL SYSTEM (GIS); CONCLUSION; REFERENCES; Chapter 9: ANATOMICAL EDUCATION
- EMBRYOLOGY: INTEGRATING CLINICALLY ORIENTED EMBRYOLOGY INTO AN ORGAN SYSTEMS-BASED CURRICULUM; ABSTRACT; INTRODUCTION; WHERE DOES EMBRYOLOGY BELONG IN THE CURRICULUM?; THE EMBRYOLOGY CURRICULUM; METHODOLOGIES FOR TEACHING EMBRYOLOGY; INTEGRATION OF EMBRYOLOGY WITH THE CLINICAL CURRICULA; CONCLUSION; REFERENCES.