Gabrielle Warra
Pronouns: She/ Her
Research Mentor(s): Mary Orczykowski
Research Mentor School/College/Department: Department of Surgery, Division of Anatomy / Medicine
Program:
Authors: Gabrielle Warra, Mary Orczykowski
Session: Session 4: 1:40 pm – 2:30 pm
Poster: 46
Abstract
The focus of this academic article is to understand the qualitative metrics that can be derived from the newly developed Anatomy 503 course taught at the University of Michigan. This 500-level course is meant for undergraduate and graduate students with adequate knowledge of anatomy who are interested in getting “hands-on” experience by dissecting the entirety of an anatomical donor. The course is divided into five blocks, each containing four to six labs; each lab focuses on a different part of the body. After every block, students have a practical exam in which they have to identify tagged structures on the anatomical donors. Furthermore, educational dynamics can be derived from these exams and correlated with students’ prepared notes to effectively determine which way of notetaking benefits the student the most. Surveys based on preparedness and overall enjoyment of the course given to students helps to understand the true functionality of the course. Comparing various resources, such as student applications, notes, homework, surveys, etc allows for statistical analysis of the course to be made. This data can then be used by professors and faculty to enhance the course in any way necessary for students to gain the most from it.
