The premise of the teaching faculty of gross anatomy at the University of Florida College of Medicine is that different methods in active learning increase the retention and recall of anatomy.  Unlike the traditional format of giving a lecture on a region of anatomy in which passive learning occurs and then going to the laboratory, students are given clinical cases (based on the clinical presentation model) with discussion questions that are correlated to course learning objectives.  Students are expected to work in assigned teams to address the discussion questions.  On a typical day, three of the six-member teams dissect while the other three study prosections, relevant osteology, or cross-sections.  Near the end of the laboratory session, the teams reconvene and peer teaching is expected.  Following the laboratory, the students go to the lecture hall where they sit as teams.  The lecturer presents a relevant case and students are called upon to address the anatomy related to the case via the assigned discussion questions.  Student peer and self-assessments are used to give formative feedback to each student about their contributions to team-assigned activities. 

In this one-hour IAMSE Audio Seminar, Drs. Rarey and Romrell will describe the benefits of team strategy for teaching and learning gross anatomy that significantly reduces both passive and rote learning.  The use of oral examinations and cumulative written and laboratory examinations will also be discussed as evaluation tools that stimulate retention and demonstrate application of gross anatomy to medical practice.