Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/56929
Type: Conference paper
Title: The anatomy of engineering education: parallels in teaching the practical aspects of Anatomy and Engineering
Author: Grimshaw, P.
Kestell, C.
Arjomandi, M.
Marques-Bruna, P.
Mackintosh, S.
de Jonge, M.
Citation: Proceedings of the 20th AAEE Australasian Association for Engineering Education Conference : Engineering the Curriculum, held at Adelaide University, 6-9 December, 2009: pp.1-11
Publisher: AAEE
Publisher Place: Australia
Issue Date: 2009
Conference Name: Australasian Association for Engineering Education Conference (20th : 2009 : Adelaide, South Australia)
Statement of
Responsibility: 
Paul Grimshaw, Colin Kestell, Maziar Arjomandi, Pascual Marqués-Bruna, Shylie Mackintosh and Michel de Jonge.
Abstract: 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.
RMID: 0020095302
Description (link): http://www.aaee.com.au/
Appears in Collections:Mechanical Engineering conference papers
Environment Institute publications

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