Poster Board Number: 106
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour
Co-authors:
Shelby Lister, Digital Communications major - Project Illustrator, Lebanon Valley College; Avery Neipert - Student, Physical Therapy, Lebanon Valley College; Sarah Ortt - Student, Physical Therapy, Lebanon Valley College
Clinical Assistant Professor Lebanon Valley College Harrisburg, Pennsylvania, United States
Abstract Body : Study Design
Design and presentation of a graphic modeling resource in teaching anatomical content; technical note.
Objective
To create a highly engaging anatomy-specific instructional resource to enhance student learning spanning undergraduate through graduate education.
Background
A wide variety of anatomy resources are utilized within anatomy curricula by health sciences faculty in higher education. Moreover, many collegiate health sciences programs require students to take multiple disconnected anatomy and anatomically related courses. Therefore, anatomy concepts are often not optimally scaffolded vertically, as evidenced by information being presented at varying degrees and levels of detail. Students in higher-level coursework are often required to learn or relearn foundational anatomical concepts not adequately covered versus progressively building upon their previous anatomical knowledge throughout each step of their educational journey.
Methods
The design of the educational project was created with the following criteria in mind: (1) allowance for incremental increases in learner knowledge, (2) reflection of knowledge from a variety of evidence-based resources, (3) visual appeal, (4) ease of use, and (5) clinical relevance.
Results
This project, titled Graphical Fundamentals of Anatomy, includes unique, easy-to-understand visual learning modalities enabling students to isolate key concepts and integrate information across all anatomical systems. Additionally, it can be used at increasingly greater depths throughout a student’s educational career. The project contains novel ‘pizza’ graphs, ‘flag’ graphs, cross-section graphics, and model photos with schematics not previously published. Students can use this resource across undergraduate anatomy and anatomically related courses to build knowledge into graduate education.
Conclusion
A project is described that fulfills all design criteria for providing an educational anatomy resource for health sciences students and may have applications in clinical practice.
