August 12, 2019
By: Robert Tallitsch, PhD
We all want the best for our students. We spend countless hours reviewing our anatomy curriculum to ensure our students are comprehending course material in an effective manner and learning how to utilize that information in the work place. Unfortunately, many instructors still struggle with classroom engagement and student comprehension of 3D anatomical relationships.
I found out early on in my 40+ year career as an anatomy professor that overcoming these challenges takes a significant amount of time and effort. Luckily, today's technology-based academic world is opening up a number of new directions for you anatomy classroom. For many of us though, integrating new technology into the anatomy classroom can seem a bit too overwhelming.
To eliminate some of those feelings you may experience, I’ve created an eBook titled – Breathing Life Back Into Your Anatomy Classroom.
In this eBook, you'll learn how you can:
- Spark student curiosity and classroom engagement
- Advance student comprehension of 3D anatomical spatial relationships
- Easily integrate virtual anatomy resources into your curriculum
Download the eBook!
For almost 20 years, I struggled with student engagement and comprehension of 3D-anatomical relationships. I realized I wasn’t teaching my students how to retain and utilize the information we were covering in class and let me tell you….that was an awful feeling.
Approximately 10 years ago, I took the plunge and completely flipped my Human Anatomy and Neuroanatomy courses. Computer assisted instruction became front and center of my classroom while lectures, for the most part, disappeared.
After taking the plunge, my students were:
- More engaged in group discussions and activities
- Comprehending 3D-anatomical relationships in a more effective manner
- Improving their complex anatomical problem-solving skills
- Retaining course material for longer periods of time
Download the eBook!
About the Author:
I served as a professor in the Biology Department at Augustana from 1975 until 2018, teaching courses in Human Anatomy, Neuroanatomy, Histology, and Cadaver Dissection. My class sizes ranged from 12 in Cadaver Dissection to sixty or more in Human Anatomy and Neuroanatomy. I started utilizing Problem-Based Learning in my Human Anatomy and Neuroanatomy classes in the mid-90s, and started writing my own PBLs in 2002. I completely flipped my Human Anatomy and Neuroanatomy classes in 2005, thereby eliminating all lectures in these classes. I also served as a faculty member in the Asian Studies Program at Augustana starting in 1989, teaching a course in Traditional Chinese Medicine.
During my career at Augustana I published more than thirty peer-reviewed PBLs, and more than 20 research articles or abstracts. I am currently serving as the lead author on one of the best-selling human anatomy textbooks for undergraduate college students. During my teaching career at Augustana I received the “Unofficial Teacher of the Year Award” (as conferred by a vote of the graduating seniors at Augustana College) 20 out of the last 21 years of my career at Augustana College.
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