Step 2 : Increasing the efficiency of interaction with the physical material provided in practicals such as models and prosections
Step 3 : Enabling a studentcentered group setting
Step 4 : Being strategic in the allocation of time
Step 2 : Increasing the efficiency of interaction with the physical material provided in practicals such as models and prosections
The interaction with the pre-practical material is a key element of the practicals . Knowing what to expect and recognising material from recordings increases not only efficiency , but also guides the learning of students . In a study that compared demonstrator style practicals with small groupvfacilitated learning approaches , students in the groups without demonstrator were concerned about a lack of direction [ 18 ]. To compensate for that anxiety , we included key structure lists , containing essential names of anatomical structures related to models and specimens were included ( table 1 ). Structures had to be recognised and their presence confirmed . This addition was well received from the students . In addition , a low number of specimen-related questions encouraged group work . The questions were designed to act as guide to inform about the required depth of knowledge concerning anatomical material . The low number of questions was set deliberately to limit from the time students do not interact with the material .
Step 3 : Enabling a studentcentered group setting
The study that compared demonstrator style practicals with small group facilitated learning also identified strengths from independent learning in small groups , such as promoting student collaboration and communication [ 18 ]. Therefore , the practicals are designed to be accessed as a group of 2-5 students to encourage unfacilitated small group discussions ( table 1 ).
The practicals encourage the use of alternative resources . Students are allowed and encouraged to use electronic resources to research answers for the discussions , since it has been shown that students utilize electronic resources efficiently [ 19 ]. Orientation and guidance are provided on a general level by the aforementioned keyword lists that need to be addressed . In addition , a small number of questions that illustrate the depth of knowledge are discussed and answered from the group . To limit the number of electronic devices in the anatomy laboratory area , one student per group is allowed to access the online web sources and fill in answers to questions under the name of the group . Answers are accessible via the online platform to all students of individual groups .
A third layer of guidance is provided by the presence of an area expert . In cases where , for example , no answer to questions could be found by the group , or a key structure could not be identified , an area expert ( academic , demonstrator ) is available to clarify . Of importance is that area experts are there to support but not to provide extended explanations as student switch very fast from active enquiring to passive listening . Demonstrators are usually highly experienced but also highly used to demonstrator-style teaching . The different way of interaction should be discussed and practised in the teaching group .
Step 4 : Being strategic in the allocation of time
Self-paced learning is usually attributed to an online learning environment . We aimed to create a partly self-paced environment where in the pre-practical part students interact and prepare for the practical using the provided online material and questions in their own time . To support student ’ s time management , we provide guidance on the time that should be spend for individual items . The selfpaced timing of interaction with the pre-practical recordings extends into the practical . In-class , the student groups can also interact with provided material in their own time within an overall time-limit . Here considerations have to be made in relation to the number of models and specimen the students can access . It is also important to consider the required out-of-class preparation time and include this time into the amount of time students interact with teaching resources online . The preparation time should not exceed 2h as this is equivalent to two online lectures . Analysis of data related to the pre-practical ( e . g . how many students accessed for how long the web resources ) plus student feedback support the process of identifying the most valuable resources ( table 1 ).