Publication Date

2021

Abstract

Students as Partners is a groundbreaking teaching method which combines pedagogical elements from traditional, flipped, and independent classrooms. While ideally suited for small, discussion-style (fewer than 20 students) or even upper level independent study courses, this pedagogy is daunting to anyone teaching a large lecture course. Throughout several semesters of an undergraduate anatomy course, we have worked to incorporate more free-expression type assignments in order to allow students to have some autonomy in the direction of their learning. Within the last two years, we have successfully implemented unit-based coursework incorporating the key elements of the Students as Partners philosophy. In our assignment series within the course, we allowed the students more freedom to choose the direction of their own learning while simultaneously providing enough early structure to prevent undue anxiety.

Author Biography

Katie Salmeron is an Assistant Professor in the Department of Neuroscience at the University of Kentucky. She specializes in teaching undergraduate anatomy and physiology, primarily to students in pre-nursing and other pre-healthcare programs. Her research focuses on utilizing social media and art as tools for engagement and student-teacher partnership.

April Hatcher is an Associate Professor in the Department of Neuroscience at the University of Kentucky. She teaches embryology, histology, and gross anatomy education for undergraduate, medical, dental, physician assistant, physical therapy, and graduate students. Her scholarly activity is directed toward the development of innovative teaching strategies in the anatomical sciences.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Using Individual Artistic Expressions to Enhance the Shared Learning Experience

Students as Partners is a groundbreaking teaching method which combines pedagogical elements from traditional, flipped, and independent classrooms. While ideally suited for small, discussion-style (fewer than 20 students) or even upper level independent study courses, this pedagogy is daunting to anyone teaching a large lecture course. Throughout several semesters of an undergraduate anatomy course, we have worked to incorporate more free-expression type assignments in order to allow students to have some autonomy in the direction of their learning. Within the last two years, we have successfully implemented unit-based coursework incorporating the key elements of the Students as Partners philosophy. In our assignment series within the course, we allowed the students more freedom to choose the direction of their own learning while simultaneously providing enough early structure to prevent undue anxiety.