Abstract:

This work presents the design, implementation, and development of an on-line course with Didactics Specific for Anatomy under the educational approach called “Situated learning” using the teaching methodology known as “Project-Based Learning,” carried out in the Anatomy Department of Facultad de Medicina, Universidad Nacional Autónoma de México (UNAM) in 2010, as an activity to complement the Course to Train Anatomy Instructors, aiming at developing teaching skills and abilities to teach Anatomy.

Introduction:
Course to Train Anatomy Instructors

The Anatomy Department, Facultad de Medicina, Universidad Nacional Autónoma de México (UNAM), due to the increasing student demand, in the 70’s of XX century created a course to train instructors in anatomy aiming at early starting students in teaching, from the second year of Medicine, as an academic support for dissection practices.

The participation of students guiding students, called “peer teaching”, is a strategy traditionally used in teaching anatomy. It is used in different European and American Medical Schools. Assays on this practice show benefits for the teaching-learning process. Currently, the course to train Anatomy instructors is given in June, lasting four weeks. During the course students review the contents of Anatomy syllabus, perform practices useful for dissecting sessions, and carry out educational training activities through the Educational Activity Fostering Program of the Medical Education Department, Facultad de Medicina, UNAM.

General Objective:
To design and develop an on-line course with Didactics Specific for Anatomy under the educational approach called “Situated learning” as training model, and using the teaching methodology known as “Project-Based Learning,”

Method:
The group that participated in the on-line course consisted of 30 students (27 males, 3 females), ages between 17 and 19; all of them in their sophomore at Facultad de Medicina, UNAM; with experience in the use of personal computers; however, none of the participants had ever taken an on-line course.

Teaching Design:
The course was designed and developed in the Moodle 2 platform, located in the server of Facultad de Medicina, UNAM. Requirements for the course were: Computer with access to internet; Microsoft package or equivalent; e-mail address.
Activities were carried out during four weekly sessions.
The course was named “Constructivism and Anatomy Teaching”.

Results:
Students proved to be motivated for on-line learning, showing enough skills for technology and good attitude towards learning.

Conclusions:
The performance of on-line activities to complement the training course enriched the traditional core tasks; without interfering with the space or time; making schedules flexible for students and promoting a self-regulated learning; as it can be concluded from some of the students’ comments: “This course was interesting to me;” “I think I can take lots of hints from it;” “I would’ve appreciated it had had more sessions.”

Keywords:

Medical education, @learning, Anatomy, Situated learning.