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2022/23 Undergraduate Module Catalogue

ANAT3107 Learning and Teaching in the Anatomical Sciences

10 creditsClass Size: 40

Module manager: Charlie James

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2022/23

Pre-requisite qualifications

Successful completion of years 1 and 2 of a UK MBChB course or equivalent

Module replaces


This module is not approved as a discovery module


Learning and Teaching in the Anatomical Sciences is a 10-credit module that allows intercalating medical students an opportunity to learn about the development and delivery of innovative anatomy education. The module will be delivered through a blended learning approach that utilises the University’s Virtual Learning Environment and involves pre-class reading, discussion- based seminars, active lectures and an opportunity to deliver peer-peer instruction.

Learning outcomes
On completing this module, students will be expected to:
• Describe the current demographics of undergraduate medical students and their specific behavioural characteristics;
• Analyse and critique the level of anatomical knowledge required by medical students;
• Understand relevant learning theories (i.e., constructivism, cognitivism) and how these theories can be applied to a
modern systems-based anatomy curriculum;
• Appreciate the psychological constructs that underpin students’ engagement with learning opportunities (i.e., motivation);
• Describe evidence-based approaches to support learning (i.e., retrieval practice; dual coding; active learning)
• Critically-analyse varying pedagogical approaches to learning and teaching (i.e., student-centred versus teacher-centred;
dissection versus prosection versus technology);
• Appreciate the principles that underlie assessment practice specific to anatomy education (i.e., spotter tests and
assessing their validity, reliability, standard setting);
• Recognise the interplay between assessment and feedback and how this can benefit student performance;
• Develop and deliver a teaching session for undergraduate medical students

Skills outcomes
Critical thinking
Discussion and ideas generation
Listening and articulation of points/counter-points
Peer-peer teaching


Anatomy is a core basic-science within medical curricula and although its delivery receives continually review, it remains a hurdle that all aspiring medical students must accomplish. This 10-credit compulsory module for the BSc Clinical Anatomy programme, provides an opportunity to engage in the ongoing debate on developing innovative anatomy education and details the basic principles of learning and teaching within higher education.
By exploring relevant educational theories and developing an in-depth understanding of the demographic profile of current students, you will obtain a holistic view of curriculum development. Attention will focus on the role of varying pedagogies and technology to augment and enhance the student experience. Specific areas, including: dissection and prosection as approaches to learning gross anatomy; the underlying evidence-base to support the integration of effective learning strategies; the role of student-centred strategies, such as problem-based or flipped classrooms, for delivering small group teaching sessions, and the role of teacher-centred didactic or active lectures for large-group teaching scenarios, will be explored.
Having been exposed to the underlying principles of curriculum development, students will be able to undertake peer-peer teaching within the MBChB anatomy curriculum within a supportive and collegiate environment.

Teaching methods

Delivery typeNumberLength hoursStudent hours
Independent online learning hours25.00
Private study hours64.00
Total Contact hours11.00
Total hours (100hr per 10 credits)100.00

Private study

Independent online learning with resources hosted in the VLE to prepare for seminars and consolidation (5 hr per seminar) = 25 hr
Private study to prepare and consolidate lecture material (4 hr per lecture) = 16 hr
Private study to prepare and consolidate tutorial material (2 hr per tutorial) = 4 hr
Preparation for teaching sessions = 20 hr
Preparation of teaching report = 24 hr

Opportunities for Formative Feedback

Students will have opportunities for informal feedback throughout the module. This will consist of informal discussion-based seminars throughout the module that will allow students to discuss and develop ideas with their peers with the module manager facilitating these conversations. During this interaction students who are deemed to be less engaged or not contributing will be encouraged to contribute and potentially contacted to ensure engagement with the material is to an acceptable standard.
Video feedback will be provided within 24 hours of the formative teaching session to provide generic feedback on the strengths and weaknesses of the session. Students will then receive feedback from two markers on their individual teaching session to support preparation of the summative teaching session. Students will be provided with a specific de-brief and feedback session after their summative teaching session to support their development of the final coursework assessment (teaching report).

Methods of assessment

Assessment typeNotes% of formal assessment
Project1500 word teaching report60.00
Teaching SkillsObservation of teaching to year 2 MBChB students40.00
Total percentage (Assessment Coursework)100.00

A formative teaching session is organised for week 4 with feedback provided to support the development of the students’ summative teaching sessions. Students will be assessed for the module overall, with both marks aggregated according to the specified weightings. Compensation between the two assessed elements will be permitted such that each individual element does not need to be passed in order for the module to be completed successfully. In the unlikely event that a student will need to resit the observed teaching session, the resit would be an otherwise identical assessment that would assess the same learning objective, but due to the current arrangement of MBChB teaching, an alternative session would be arranged with staff acting as stand-ins in lieu of medical students. The observations would be done by non-acting staff.

Reading list

The reading list is available from the Library website

Last updated: 09/09/2022


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