{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,31]],"date-time":"2026-01-31T08:24:15Z","timestamp":1769847855451,"version":"3.49.0"},"reference-count":47,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2014,2,22]],"date-time":"2014-02-22T00:00:00Z","timestamp":1393027200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Anatomical Sciences Ed"],"published-print":{"date-parts":[[2014,9,10]]},"abstract":"<jats:p>Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self\u2010study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three\u2010dimensional constructs to help students understand complex anatomical regions. Resources are self\u2010contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self\u2010study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre\u2010 and post\u2010examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module\u2010related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. Anat Sci Educ 7: 406\u2013416. \u00a9 2014 American Association of Anatomists.<\/jats:p>","DOI":"10.1002\/ase.1438","type":"journal-article","created":{"date-parts":[[2014,2,24]],"date-time":"2014-02-24T12:48:56Z","timestamp":1393246136000},"page":"406-416","source":"Crossref","is-referenced-by-count":18,"title":["Independent learning modules enhance student performance and understanding of anatomy"],"prefix":"10.1002","volume":"7","author":[{"given":"Maria A.","family":"Serrat","sequence":"first","affiliation":[{"name":"Department of Anatomy and Pathology Joan C. Edwards School of Medicine Marshall University Huntington West Virginia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Aaron M.","family":"Dom","sequence":"additional","affiliation":[{"name":"Department of Anatomy and Pathology Joan C. 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