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AAA 2012 Education & Teaching Sessions

To see more details on the sessions listed on this page, please click on the plus (+) sign. (click here for a printed version)


Anatomical Education for Allied Health Care Professionals

Chair: Anne Burrows (Duquesne Univ.)

Sunday, April 22, 2:30 pm - 4:30 pm

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Many AAA members who teach human gross anatomy do so in a medical school setting and teach only medical school students.  Allied health care students represent a diverse population with a wide variation in gross anatomy curricular requirements.  Furthermore, these students may be at the undergraduate or graduate level and may have differing academic preparation.  This variation presents a challenge to faculty teaching human gross anatomy for allied health care programs.  In this session, we will discuss some of these challenges and assess methodologies for successfully teaching gross anatomy in these settings.

  • Michael Habib (Chatham Univ.)
    Incorporating Biomechanics into an Anatomy Program with Problem-based Learning
  • Gary Lees (Johns Hopkins School of Medicine)
    A View Inside from the Surface: Living Anatomy for Medical and Medical Illustration Students
  • Anne Burrows (Duquesne Univ.)
    Designing Gross Anatomy Education for Athletic Training Students: Planning for a Continuum of Care
  • Jennette Ball (New York Chiropractic College)
    Gross Anatomy Instruction in Chiropractic Colleges: A local and Global Perspective

Anatomy Education Breakfast Roundtables

Chair: Christine Eckel (West Virginia School of Medicine)

Monday, April 23, 8:00 am - 10:00 am

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Supported by an educational grant from Elsevier, Inc.

  

  • Bridget O'Brien (UCSF)
    Applying the ideas from The Carnegie Study of Medical Education to Guide Medical School Reform
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Gross Anatomy for the Physician Assistant

Chair: Mark Hankin (University of Toledo)

Sunday, April 22, 10:30 am - 12:30 pm

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Henry Gray/Elsevier Distinguished Educator Award Plenary Symposium

 

Physician assistants (PA) have been a part of the healthcare industry for more than 40 years. Now more than ever, PAs are establishing their presence in all areas of the industry, from hospitals and private practices to colleges and universities for teaching and training in professional programs. As the demand for medical access increases, albeit at a financially attainable level, the need for PAs is not likely to subside anytime soon. According to the U.S. Bureau of Labor Statistics, Physician Assistant employment is estimated to increase 39% from 2008-2018.  Speakers in this session will introduce the audience to the history and current status of the physician assistant profession, provide a program director’s perspective of PA education, and illustrate how two institutions have approached instruction of anatomy in their curriculum.

  • Josanne Pagel (Cleveland Clinic)
    History of the PA Profession; From Medical Corpsmen to Present Day Practitioners
  • Sharon Luke (Univ. of Mount Union)
    Anatomy for Physician Assistants, A Program Director’s Perspective
  • Bertha Escobar-Poni (Loma Linda Univ.)
    Clinically Oriented Anatomy and Physiology for a Master Physician Assistant Program: Do’s and Don’ts
  • John Mabee (Univ. of Southern California)
    Anatomy for Physician Assistants: How We Tackle this Beast!

Master Class—Neural Innervation of the Heart and its Role in Pathophysiology and Treatment

Chair: James Walker (Purdue University)

Saturday, April 21, 1:00 pm - 3:00 pm

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Neural innervation of the heart is controlled by an elaborate neuronal hierarchy that includes inter-dependent reflex processing from central and peripheral structures. Electrical or morphological remodeling of the heart drastically affects the regulatory control of this hierarchy, culminating in the development of cardiovascular diseases such as arrhythmias, cardiomyopathy, or even heart failure.  This session will begin with a discussion on the anatomy of the neural structures regulating heart function and how they control the normal and diseased heart.  The following presentation will expand on this discussion by reviewing clinical methods for assessing the role of autonomic input on cardiovascular function. Subsequent speakers will discuss pathological mechanisms associated with increased risk of cardiovascular disease and self-regulation based therapies that teach patients to regulate the activity between the sympathetic and parasympathetic branches of their autonomic nervous system.

  • Jeffrey Ardell (Quillen College of Medicine, East Tennessee State Univ.)
    Foundations of Neurocardiology: Neural Control of the Normal and Diseased Heart
  • David Goldstein (CNP/DIR/NINDS/NIH)
    Clinical Methods to Assess Cardiac Sympathetic Innervation and Function
  • David Van Wagoner (Cleveland Clinic)
    Oxidant Stress, Inflammatory and Autonomic Pathways in the Development of Atrial Fibrillation
  • Christine Moravec (Cleveland Clinic, Kaufman Center for Heart Failure)
    The Role of Self-regulation in Modulating the Heart-brain Connection

Pedagogy [Hybrid Symposium]

Chair: Samuel Marquez (SUNY Downstate Medical Center) &
Wojciech Pawlina (Mayo Clinic College of Medicine)
Saturday, April 21, 3:30pm - 5:30 pm

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Curriculum reform has heated up in medical schools as well as in educational institutions across the land.  The reform process appears unrelenting with increasingly shortened intervals between the old and need for new.  Can we shuffle the anatomy content deck and call the curriculum new while doing business (teaching) as usual?  Pedagogy—the process of interweaving content, activities, and cultural milieu seen as the driver of learning—is the focus of this stimulating panel, which anticipates a brand new wave of curriculum reform centered on pedagogy.  Original practice in learning and teaching anatomy is the subject of this exciting session.

 

• Samuel Marquez (SUNY Downstate Medical Center)
  Dyad Pedagogy: From the Anatomy Classroom to the Workplace
• Wojciech Pawlina (Mayo Clinic College of Medicine)
  Students-as-Teachers – Teaching Discipline Independent Skills in Gross Anatomy

  • Darrell Evans (Brighton and Sussex Medical School)
    Students Teaching Students - Facilitating Deeper Learning of Anatomy?
  • Louis Kour (Univ. of Western Ontario)
    No ‘I’ in Anatomy: Group Cadaveric Dissection
  • Jonathan Wisco (UCLA)
    Integration of PBL Cases into Gross Anatomy Laboratory Experiences Followed by a Modified TBL Formative Assessment: Pedagogy Using the Best of Both Worlds
  • Lloyd Sherman (Mount Sinai School of Medicine)
    Teaching beyond the Classroom

Refresher Course—The Facts About Formaldehyde: What Every Anatomist Should Know

Chair: Rebecca Fisher (Univ. of Arizona College of Medicine-Phoenix)

Tuesday, April 24, 2:30 pm - 4:30 pm

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Formaldehyde is an irritant of the eyes, nose, throat, and skin and overexposure can cause allergic reactions such as dermatitis and asthma.  Moreover, the National Toxicology Program and International Agency for Research on Cancer recently recognized formaldehyde as a known human carcinogen.  This session will provide information on elevated rates of cancer in individuals exposed to formaldehyde.  Speakers will also discuss OSHA regulations for exposure, appropriate air testing methods, the pros and cons of various embalming solutions, and viable engineering controls.  The major goal of this session is to empower anatomists to advocate for safe conditions at their home institutions.

  • Laura Beane Freeman (National Cancer Institute)
    Occupational Formaldehyde Exposure and Cancer Risk
  • Julia Rosen (The Univ. of Arizona)
    Assessing Formaldehyde Exposure in Your Gross Lab: Occupational Exposure Limits and Best Practices
  • Kate Sparey (Univ. of Bristol)
    Effectiveness, Adaptation, and Health Risks of Embalming Fluids: Just what is the Solution?
  • Frank Demer (The Univ. of Arizona)
    Engineering Controls to Reduce Formaldehyde Exposures: What Works, What Doesn’t, and Why?

Teaching Innovations in Anatomy I [Platform Session]

Chair: Baljit Singh (Univ. of Saskatchewan)

Monday, April 23, 10:30 am - 12:30 pm

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 Sponsored by Anatomical Sciences Education

  • Noah Harper (Univ. of Utah School of Medicine)
    Benefit Assessment of Premedical Anatomical Study for Medical Students
  • Dustin Tetzl (Columbia Univ. College of Physicians and Surgeons)
    Revamping Anatomy Education: Student-authored Dissection Manual Significantly Improves Learning and Academic Performance
  • Alyssa Yee (SUNY Downstate College of Medicine)
    Combining Ultrasound and Gross Anatomic Dissection in Teaching 3-D Anatomy: Effectiveness in a First -year Medical Course Curriculum
  • Marios Loukas (St. George's Univ.)
    An Innovative Approach Teaching 650 Medical Students in the Anatomy Course at St. George’s University in Grenada
  • Rebecca Lufler (Tufts Univ. School of Medicine)
    Predictors of Performance in Anatomical Sciences Courses: What Really Matters?
  • Ann Zumwalt (Boston Univ. School of Medicine)
    The Use of Gaze Tracking to Quantify Learning
  • Gabrielle Finn (Durham Univ.)
    The "Unskilled and Unaware" Effect is Linear in a Real-world Anatomy Setting
  • Michelle Lazarus (Penn State College of Medicine)
    Anatomy Knowledge: A Critical Component of Clinical Care

Teaching Innovations in Anatomy II [Platform Session]

Chair: Todd Hoagland (Medical College of Wisconsin)

Wednesday, April 25, 8:00 am - 10:00am

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 Sponsored by Anatomical Sciences Education

  •  Samantha Dunnigan (Univ. of Western Ontario)
    Radical Hysterectomy Teaching Module with a Three-dimensional Digital Model of the Female Pelvis
  • Ngan Nguyen (The Univ. of Western Ontario)Problem-solving Strategies and the Relationship between Visualization Ability and Spatial Anatomy Task Performance
  • Andrew Erie (Mayo Clinic)Teaching Students to Teach: A Medical Student Teaching Assistant Perspective on the Effectiveness of Learning through Apprenticeship
  • Luis Filgueira (Univ. of Western Australia)
    Integration of Anatomy, Literature Research Skills and Clinical Practice through a Peer-teaching and Peer-assessment Exercise at Pre-clinical Level in an Undergraduate Medical Course
  • Vaughan Lee (TTUHSC)
    Texas Tech System (TTS) for Student Peer Teaching in the Anatomy Laboratory: Subjective and Objective Assessment
  • Robin Hopkins (Univ. of British Columbia)
    Curricular Integration: Not What We are Bringing Together, But Who
  • Min Chung (Ajou Univ. School of Medicine)
    Increased Episodes of Anatomy Comic Strips
  • Alexandra Koba (San Francisco State Univ.)
    Anatomy Education through Dissection and Peer Teaching:  Special Dissections of the Head and Neck

Trends in the Anatomical Sciences: How are We Teaching North American Dental Students?

Chair: H. Wayne Lambert (West Virginia Univ. School of Medicine)

Monday, April 23, 2:30 pm - 4:30 pm

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“The Basic Science Survey Series for Dentistry” was initiated to assess how undergraduate dental students are taught the basic sciences via nine web-based surveys completed by course directors.   The purpose of this educational survey project was to help dental faculties in their curricular planning efforts by establishing, for the first time, what topics are taught, faculty involvement, and pedagogy in the dental basic sciences. This symposium will share the survey results within the anatomical sciences (gross anatomy, neuroanatomy, histology, and embryology).  Past, current, and potential future trends of teaching the anatomical sciences to dental students will be discussed.

  • H. Wayne Lambert (West Virginia Univ. School of Medicine)
    The Basic Science Survey Series for Dentistry – Trends in Gross Anatomy within the North American Dental Schools
  • Douglas Gould (The Ohio State Univ. College of Medicine)
    Trends in Neurobiology and Neuroanatomy - Survey Results from North American Dental Course Directors
  • Lisa Lee (The Ohio State Univ. College of Medicine)
    Trends in Histology and Embryology - Survey Results from North American Dental Course Directors
  • William Davenport (Univ. of Nevada - Las Vegas, School of Dental Medicine)
    Anatomy in Dental Education: Past, Present, Future
American Association of Anatomists

9650 Rockville Pike Bethesda, Maryland 20814-3998
Tel: 301-634-7910 | Fax: 301-634-7965

 

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