Investigating Student Perceptions of a Dissection‐Based Undergraduate Gross Anatomy Course Using Q Methodology

Do we really need cadavers anymore to learn anatomy in undergraduate medicine?

(2018) P. G. McMenamin et al.   MEDICAL TEACHER

Student performance in and perceptions of a high structure undergraduate human anatomy course

(2016) Justin F. Shaffer   Anatomical Sciences Education

Cadaveric dissection as an educational tool for anatomical sciences in the 21st century

(2016) Sanjib Kumar Ghosh   Anatomical Sciences Education

Student evaluation team focus groups increase students’ satisfaction with the overall course evaluation process

(2016) Katharina Brandl et al.   MEDICAL EDUCATION

Mixed methods student evaluation of an online systemic human anatomy course with laboratory

(2015) Stefanie M. Attardi et al.   Anatomical Sciences Education

Elective anatomy by whole body dissection course: what motivates students?

(2014) Annette Burgess et al.   BMC Medical Education

An Economical Approach to Teaching Cadaver Anatomy

(2013)   AMERICAN BIOLOGY TEACHER

Student perceptions of an upper-level, undergraduate human anatomy laboratory course without cadavers

(2012) Shirley J. Wright   Anatomical Sciences Education

Using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality

(2011) Ryan Engebretson Hofer et al.   Anatomical Sciences Education

The relationships between learning outcomes and methods of teaching anatomy as perceived by medical students

(2010) Jane Kerby et al.   CLINICAL ANATOMY

The relationships between learning outcomes and methods of teaching anatomy as perceived by professional anatomists

(2008) K.M. Patel et al.   CLINICAL ANATOMY

Evaluating an Inquiry-based Bioinformatics Course Using Q Methodology

(2008) Susan E. Ramlo et al.   Journal of Science Education and Technology

Q-Methodology in Nursing Research

(2008) Noori Akhtar-Danesh et al.   WESTERN JOURNAL OF NURSING RESEARCH