Team teaching anatomy using innovative technology: A case study
Jacobsen, Anna Liss
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Objective: The aim of this paper was to describe a novel team teach approach to teaching an anatomy class using a 3D computer graphics (3DCG) tool. Setting/Participants: Participants were 38 Speech Pathology and Audiology undergraduate students in an introductory anatomy course. Description: A team of three (professor, graduate assistant [GA] and librarian) co-taught an anatomy class and lab activity. The class was previously taught using a 3DCG anatomy tool, Visible Body: Human Anatomy Atlas; however, technological issues impeded class flow. In this class, each team member described the qualities, functions and value of the 3DCG tool and assisted students as they worked through a lab activity. The faculty member provided disciplinary expertise. The librarian provided resource and technical expertise. The GA provided disciplinary and technical expertise and more. Students completed a brief survey. Results: The combined instructional team expertise yielded improved class and lab activity processes using the 3DCG anatomy tool. Although technological challenges were still present, the teaching partnership achieved a more fluid learning environment. Students expressed strong interest in using the anatomy tool beyond the present class. Conclusion: This team teach approach employed a librarian as a resource and technical expert to teach anatomy. It demonstrated that librarians can partner to achieve student learning outcomes beyond the more traditional view of intellectual content taught in the information literacy framework. This has implications for librarian-instructional partnerships in highly technological spaces such as augmented reality/virtual reality labs and makerspaces.
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