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Table 3 Examples of the feedback given to junior instructors during OJT: a) points for preservation, and b) suggestions for improvement

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

a) Points for preservation
Topics from the training program Examples of feedback to the junior instructor
Combining the use of a cadaver and preparatea to complete a 3-D and multilayer explanation When explaining about the suboccipital muscles, you added a preparate and clarified the muscles' action
Providing a short clinical context when relevant You strengthened students’ understanding
by demonstrating the effect of elbow movement on the sliding motion of the long head of biceps in the bicipital groove, and related it to glenohumeral joint pathologies
Situation awareness After the demonstration of the lumbosacral plexus, you switched places between students so everyone could see, and continued with the demonstration
b) Suggestions for improvement
Topics from the training program Feedback to the junior instructors
Presenting the topics of a session and keeping to a structured instruction When you started your instruction, you forgot to present the main topics. This introduction will help students maintain focus
Short instruction and internalization of knowledge Instruction should be kept to 15 min:
When you explained about the different compartments of the leg, you spoke for over 25 min. You should stop after each compartment and ask the students to identify the anatomical structures
Situation awareness You should make sure that all students can see and hear your demonstration:
Failing to switch places between students during your demonstration interfered with students’ ability to see and understand the anatomical structures passing behind the medial malleolus
  1. a Preparate – a prosected body part, e.g., pelvis and thigh including pelvic and thigh musculature and neurovascular structures