Team-Based Learning Module for Anatomy of the Posterior Upper Limb
By the end of the module, the learner will be able to:
Describe the anatomy of the posterior arm, extensor forearm, and dorsum of hand.
Apply anatomy to the diagnosis and treatment of neuromusculoskeletal injuries.
Work effectively in small groups to solve a clinical problem.
Haidet P, O'Malley KJ, Richards B. 2002. An initial experience with “team learning” in medical education, Acad Med77:40–44. http://dx.doi.org/10.1097/00001888-200201000-00009Google Scholar, Huitt TW, Killins A, Brooks WS. 2014. Team-based learning in the gross anatomy laboratory improves academic performance and students' attitudes toward teamwork. Anat Sci Educ.Google Scholar Michaelsen LK, Fink RH, Knight A. 1997. Designing effective group activities: Lessons for classroom teaching and faculty development. In: To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. Stillwater, OK: New Forum Press. p 373-379.Google Scholar Michaelsen LK, Parmelee DX, McMahon KK, Levine RE. 2008. Team-Based Learning for Health Professions Education. Sterling, VA: Stylus Publishing, LLC.Google Scholar Nieder GL, Parmelee DX, Stolfi A, Hudes PD. 2005. Team-based learning in a medical gross anatomy and embryology course, Clin Anat18:56–63. http://dx.doi.org/10.1002/ca.20040Google Scholar, Tank PW. 2013. Grant's Dissector, 15th ed: Lippincott, Williams, & Wilkins.Google Scholar Vasan NS, DeFouw DO, Holland BK. 2008. Modified use of team-based learning for effective delivery of medical gross anatomy and embryology. Anat Sci Educ1:3–9.http://dx.doi.org/10.1002/ase.5Google Scholar,