154 - Anatomy Commons: An Open-access, Interactive, Interdisciplinary Textbook

Poster Board Number: 154
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Madeline Damjanovic - Queen's University; Isabella Damjanovic - Queen's University; Leslie MacKenzie - Queen's University; Klodiana Kolomitro - Queen's University

Abstract Body : The shift toward online education in the field of anatomy provides an opportunity for innovative approaches to teaching and learning that go beyond traditional disciplinary boundaries. Interprofessional education (IPE) is a pedagogical approach essential for the development of a collaborative healthcare environment (Buring et al., 2009; Spaulding et al., 2021). As such, it is critical that IPE is introduced in the university setting prior to clinical practice and throughout a career in healthcare (Freeth et al., 2005). To our knowledge, there are no educational resources that have been developed with an interprofessional lens. As such, this project aims to foster interprofessional collaboration among nursing, rehabilitation sciences, and undergraduate medicine students and practicing professionals through the development of an open-access, interactive etextbook: ‘Anatomy Commons’.

All competencies related to IPE were mapped using the IPE framework (CIHC, 2010; WHO, 2010). The accreditation requirements were reviewed for each discipline to identify synergies related to anatomical concepts and develop chapter-specific learning outcomes. ‘Anatomy Commons’ is being developed in Pressbooks; a software used for the development of open-access educational resources. Interactive elements and learning activities are being integrated using the eCampusOntario H5P studio. Case studies are reviewed by experts in clinical practice and education to ensure quality, relevance to the field, and interdisciplinarity.

Phase I involves the development of three chapters with multiple sections each organized into three parts. Part I is a self-diagnostic tool that allows students to assess their level of knowledge through a set of multiple-choice questions. Part II is a clinical case tailored to all three schools of study. The cases are designed to promote an understanding of various roles in the healthcare team, while fostering critical thinking about anatomical structures related to clinical concepts. Part III provides students with foundational anatomy content through interactive images and activities.

Anatomy is a cornerstone course for any student interested in pursuing a health-related career. Designing the health care team of the future requires shared curricula to break down the structural hierarchies in health education and foster a culture of mutual respect and reciprocity. Creating a common educational experience for students and educators will prepare students with foundational knowledge and skills, regardless of their prior learning experiences, while promoting IPE and collaboration.