Academic literature on the topic 'EXPERIENTIAL ANATOMY'

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning. Recommendations are made for anatomy and physiology instructors who are involved in similar endeavors.

Background: Interprofessional collaboration between clinical laboratory scientists and pathologists’ assistants is important when developing a strong supportive network for the medical field. These professions work closely together in the daily clinical setting; however, in the academic setting, the education delivered through these individual programs occurs separately without interdisciplinary contact. Building an interdisciplinary foundation or partnership between these two programs early in a student’s academic preparation will cement future professionalism in the workplace as well as provide a deeper understanding of each other’s disciplines and professional practice and, in this case, of the intricacies of anatomy through a prosection experience.Methods: The goal of the interprofessional experience was to improve the understanding of anatomy for the undergraduate Clinical Laboratory Science student population (n=19) through a cadaver-based prosection experience led by the Pathologists’ Assistant faculty at Wayne State University. After the prosection, each student wrote a post-activity reflection, which was collected and analyzed. Results: The students’ written post-activity reflections revealed they were highly satisfied with the experience and believed that cadaver-based learning not only increased their knowledge of content matter, but also their understanding of a different health profession.Conclusion: The use of a cadaver-based teaching strategy that integrates anatomy to achieve relevant laboratory outcomes in both clinical laboratory science and pathology can provide an optimal learning experience to solidify the bond between these two laboratory professions.

PurposeTo provide a methodology for determining how and when a management fad has become an established paradigm.Design/methodology/approachThe penticulation approach compares the outputs from the five separate research sources of horizontal surveys, experiential rules‐of‐thumb, theoretical models, quick scan audits, and vertical case studies.FindingsThe total cycle time compression (TCTC) paradigm is supported both individually and collectively by the five data sources which can be related to Kuhnsian requirements.Research limitations/implicationsPenticulation is a unique approach to establishing if a paradigm actually exists. However, this is its first known application.Practical implicationsIt is manifest that TCTC can be used as both a business process engineering objective, and subsequently as a prime performance metric.Originality/valueThe output is twofold. Penticulation is a new approach to paradigm testing, and our understanding of the TCTC principle has been further strengthened.

Questo lavoro di ricerca nasce dal desiderio di indagare il potenziale riflessivo, euristico e trasformativo della dimensione embodied nei processi di insegnamento/apprendimento. Per farlo ha interrogato un gruppo di insegnanti della scuola primaria, coinvolgendole in una ricerca partecipativa sulle proprie pratiche di insegnamento e sul loro modo unico di incarnarle (embodied teaching), a partire da un’attivazione corporea specifica (Anatomia Esperienziale). La mia domanda di ricerca si è orientata in due direzioni. Ad un livello metodologico potrebbe essere formulata nel seguente modo: come interrogare l’embodied teaching (Bresler, 2014) di professionisti della scuola, cioè il modo incarnato di interpretare il processo di insegnamento/apprendimento? Ad un livello tematico, invece, l’interrogativo di fondo potrebbe essere così posto: cosa emerge quando si va ad attivare un processo di riflessione sulla pratica professionale di un gruppo di insegnanti della scuola primaria a partire da un’interrogazione che passa dalla percezione e dall’attivazione corporea? Collocandomi nell’area di ricerca della Pedagogia del corpo (Gamelli, 2011), il macro-paradigma dell’embodiment ha rappresentato un riferimento epistemologico importante per il lavoro. In esso ho trovato un fertile incontro di studi, ricerche e pratiche provenienti da ambiti molto distanti, tra cui le scienze cognitive (l’enactive embodiment di Varela, Thompson, Rosch, 1991), l’ambito performativo (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) e quello più legato all’educazione (Gamelli, 2011; Rossi, 2017). È precisamente all’incontro di queste tre aree che si colloca la prospettiva di ricerca del presente lavoro. La parte empirica della ricerca si è svolta con un gruppo di sette insegnanti di una scuola primaria milanese, su adesione volontaria, in sei incontri di tre ore circa ciascuno. Il setting di ricerca è stato strutturato in modo che ci fosse una stratificazione dell’esperienza corporea proposta affinchè ognuna delle partecipanti potesse contattare il proprio embodied teaching nel rispetto del proprio stile personale e corporeo di insegnamento. La metodologia della “co-operative-inquiry” (Heron, Reason, 1997) e la successiva interpretazione di Formenti nella “spirale della conoscenza” (Formenti, 2009), oltre che fornirmi un riferimento epistemologico in termini di dimensione partecipata della conoscenza, mi hanno fornito riferimenti importanti per disegnare la struttura interna degli incontri in modo coerente con i miei presupposti teorici. L’anatomia esperienziale del Body-Mind Centering è stata la pratica somatica che ho utilizzato per la ricerca empirica. Tutti gli incontri sono stati audioregistrati e trascritti. Dopo una prima analisi tematica attraverso NVivo, è maturata la decisione di andare verso una svolta più performativa della mia ricerca. Questo cambio di prospettiva ha richiesto l’ideazione e la costruzione di un dettagliato – e inedito – metodo di ricerca embodied. Si tratta di uno dei passaggi più originali della mia ricerca di dottorato, che ha visto l’inizio di un lavoro di analisi corporea e performativa dei dati attraverso segmenti audio e testuali che ho selezionato dalle trascrizioni e dai materiali audio degli incontri con le insegnanti. Questa analisi performativa, documentata in 160 riprese video, si è poi direzionata verso la creazione di una video-performance utilizzata come restituzione alle insegnanti rilanciandolo e aprendo nuovi interrogativi e così possibili sviluppi per ricerche future legate alla dimensione corporea della professione insegnante.
This thesis is deeply connected with the will of investigating the reflective, heuristic and transformative potential of the embodied dimension in teaching and learning processes. For this purpose, I engaged a group of Primary School teachers in a participatory research focused on their personal way of embodying teaching practices (embodied teaching) starting from a specific body activation (Experiential Anatomy). My research question was twofold. At a methodological level I was interested in interrogating the embodied teaching (Bresler 2014) of school professionals, namely their own way of performing the teaching/learning processes. At a thematic level the question was: what does it happen when a researcher activate a reflective process on professional practices of a group of primary school teachers through body activations? My main theoretical frame is represented by Embodied Pedagogy (Gamelli, 2011) and my fundamental epistemological reference is the so-called “embodiment paradigm”. This paradigm is a generative common ground for studies and practices connected to heterogeneous fields as cognitive sciences (Varela, Thompson and Rosch, 1991), performative disciplines (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) and education (Gamelli, 2011; Rossi, 2017). My research perspective lies exactly at the crossroads of these three main areas. The empirical part of my research took place in a Primary School of Milan. I addressed a group of teachers with a research proposal structured on six meetings of three hours each. The research setting was designed in a way that allowed a multi-layered experience of the body activations in order to let each participant explore her own embodied teaching, namely her own personal way of performing teaching. The “co-operative inquiry” theorized by Heron and Reason (1997) and Formenti’s “Spyral of knowledge” (2009) were the two main epistemological pivots in reflecting on the research objectives, as they both advance the idea of research as a co-construction of participatory knowledge. They were also fundamental in order to design the internal structure of each meeting consistently with my theoretical assumptions. Experiental Anatomy of Body-Mind Centering was the somatic practice that I used for the empirical part. Each meeting was audio-recorded and transcribed. After a first thematic analysis with Nvivo I decided to turn my research in a performative direction. This change of perspective required the creation of a detailed embodied research method. This is the most original part of my thesis that consisted in a performative analysis of a selection of collected data (originated in the six meetings with the participants) in the form of textual and audio excerpts. This performative analysis, documented by 160 video shootings, ended in the creation of a video-performance that was used as a starting point of the final meeting with research participants. The use of this aestethic and performative object in the research setting revealed itself as a powerful tool in order to trigger an high level of participation in the group. The final meeting, in fact, was a fundamental moment as the participants’ reflections transformed “my” performative composition in a shared knowledge connected with all the research process. The results were very interesting both in terms of new questions raised by the teachers and of future research possibilities in the direction of embodied teaching.

碩士
國立臺北藝術大學
舞蹈研究所
107
The body is the closest companion to people's lives, and in particular to the dancers who use the body as a mean of expression. In the course of Taiwanese higher education in dancing, various anatomy-related courses are arranged to assist the students in dancing department in understanding the foundation of anatomy knowledge in order to gain deeper understanding to their body. Due to most of the dancers' learning comes from the body, and the researchers are deeply inspired by Somatics and experiential anatomy at the university level, researchers are thus motivated to conduct this research. This study was conducted on nine dancers from Taipei National University of the Arts over an eight-week, 90-minute experiential anatomy course. The course allows dancers, who are accustomed to learn from physical experience, learning anatomic knowledge via body practice and Somatic technique and understanding how specific body part works. Through the implementation of this research course, I hope to understand the dancers' views on the experiential anatomy course provided by the institute, examine the design and effectiveness of the experimental course, and reflect on the growth and change of the researcher over the teaching and research progress. Following are the summary of the result: 1. After participating this experimental course, dancers believe that the experience of anatomical knowledge through the experiential anatomy course is more profound, and it is easier to apply anatomical knowledge in their own dancing training. 2. The experiential anatomy courses inspired dancers’ awareness to the body movement and promoted the student's rethinking of the action strategy. 3. Teachers of experiential anatomy need to have understanding to the physical background of the teaching object to certain extent. It also requires teachers to be highly aware to the teaching scene. 4. The teaching of experiential anatomy emphasizes on the teaching methodologies and its application, and flexibly disassembling and stacking the teaching methods of the experienced body to promote the complete experience of the students in the classroom.

Virtual and Augmented Reality (VR & AR) with its various computer-based virtual simulations and teaching aids have already begun to transform the medical education and training. The use of virtual labs and anatomy lessons including the use of Virtual Learning Environments (VLEs) as in the delivery of lectures and surgery operations are explored. The purpose of this chapter is to promote the role of VR & AR in the context of medical education as an innovative, effective, and cost-reasonable solution for the provision of better and faster practical training. This chapter overall investigates and explores the potential of VLEs in terms of the necessary concepts and principles that allow students to develop a more direct and meaningful experiential understanding of the learning goals and outcomes of courses and of the practical and transferable skills required. A business model related to cloud active learning in medical education and training is proposed in line with the idea of an Open Agora of Virtual Reality Learning Services.