Traditional University disciplines, such as Anatomy and Engineering, have over the course of their history experienced a long and varied development. For example, in the Engineering discipline computer simulations, videos and virtual laboratories are increasingly replacing laboratory experiments as student numbers increase. Similarly, within the Anatomy, in more recent times with the increasing numbers of students, the use of cadaveric dissection laboratory classes to teach Anatomy has been enhanced or replaced with online learning and 3D models. The advent of modern multi-disciplinary University degrees in Engineering, including Orthopaedic, Biomedical and Sports Engineering, require effective pedagogy paradigms of both Anatomy and Engineering. This paper explores the parallels that exist in the current teaching trends within these two disciplines with the aim of evaluating whether common codes of effective practice exist and can be implemented. A review of both Anatomy and Engineering learning methods was undertaken and the parallels in good teaching practice summarized and compared. The findings show that effective teaching strategies consist of the use of modern technology and the retention of traditional methods in both disciplines. The knowledge gained will benefit the interrelated development by showing how common techniques can and do work. Furthermore, the findings may be applicable to education methods in other science based disciplines.
|Publication status||Published - 2009|
|Event||20th Annual Conference for the Australasian Association for Engineering Education - Adelaide, Australia|
Duration: 6 Dec 2009 → 9 Dec 2009
|Conference||20th Annual Conference for the Australasian Association for Engineering Education|
|Period||6/12/09 → 9/12/09|