On the job training in the dissection room: from physical therapy graduates to junior anatomy instructors

BMC Medical Education

Table 1 Learning goals of the training program (Workshop and On the Job Training)

Learning goal ^a	Expanded learning goals based on the Lewinian experiential learning model ^b
The tutor can perceive group processes and positively influence it	Presenting the topics of a session to help retain structured instruction (maintaining focus)
The tutor demands active knowledge from the students using active teaching modules	Giving a simple and accurate explanation
	Giving a short instruction (≤ 15 min) followed by structured active learning of the students
The tutor can explain the defined clinical context to each regional topographical course	Providing a short clinical context when relevant
	Combining the use of a body and a preparate^c in order to complete the three-dimensional and multilayer explanation
	Situation awareness (SA)^d

^a Based on Shiozawa et al., 2010 [41, 45]
^b Based on Kolb 1984 [63]
^c Preparate – a prosected body part
^dLearning goal developed by the authors based on Wolff et al., (2020) [65] and Harden and Laidlaw (2017) [8, 9, 66]

ISSN: 1472-6920