Table 3 Socioconstructivist interprofessional learning stations in anatomy for first-year medical and midwifery students, 4-hour block training in interprofessional tandems
Station number | Station name | Anatomical learning objectives | Interprofessional learning objectives | Didactic strategy | Materials used | Points achieved, mean (SD) |
|---|---|---|---|---|---|---|
Theoretical stations – Multimedia room (12 min. per station) |  | |||||
 1 | Ectopic pregnancy | Apply the anatomy of the female reproduction to solve an authentic case of an ectopic pregnancy | Use interprofessional communication to solve an authentic problem | Case-based learning | Pen-and-pencil | 6.12 (1.73) |
 2 | Postpartum | Formulate a fictional conversation to accompany and educate a woman after childbirth | Value the midwives’ area of responsibility and the complexity of their profession | Simulation | Pen-and-pencil | 5.53 (1.50) |
 3 | Hormone memory | Examine endocrine hormones and allocate them to their functions | Distribute tasks self-directed in an interprofessional team | Gamification | Memory cards | 5.18 (2.04) |
 4 | Sectio cesarea | Analyze the anatomical structures in a sectio cesarea | Communicate adequately as part of an interprofessional team | Case-based learning | Tablets with movie clips | 4.18 (1.47) |
 5 | Emergency room | Apply anatomical knowledge to simulate clinical reasoning in the emergency room | Value the medical students’ responsibility and the complexity of their profession | Simulation | Laptops with an ER simulation software | 1.06 (0.90) |
 6 | Spermiogram | Differentiate and evaluate healthy and unhealthy sperms | Conduct a joint documentation as part of an interprofessional collaboration | Situated learning | Microscopes and sperm specimen | 3.35 (2.06) |
Practical stations – Dissection hall (12 min. per station) | ||||||
 7 | Pelvic floor | Memorize and repeat the muscles and structures of the pelvis and locate them on 3D pelvic floor models | Conduct a documentation as part of an interprofessional collaboration | 3D models | Male and female pelvis models | 6.88 (2.74) |
 8 | Lower abdomen | Identify and compare the anatomy of the lower abdomen in a female and male cadaver | Work ethically with body donors in interprofessional teams | Situated learning | Cadaver and flags to mark the structures to be designated | 5.03 (0.98) |
 9 | Fetal relics | Name and find fetal relics in cadavers | Work ethically with body donors in interprofessional teams | Situated learning | Cadaver and flags to mark the structures to be designated | 4.58 (2.18) |
 10 | Pelvic floor | Draw, label and name the differences of the female and male pelvic floor | Conduct a documentation as part of an interprofessional collaboration | Learning with drawing | Median sagittal section of cadavers | 7.76 (5.13) |
 11 | Embryonic period | Identify structures on embryonic models of the 7th, 15th and 25th developmental day | Distribute tasks self-directed in an interprofessional team | Situated learning | Three numbered models | 4.76 (2.80) |
 12 | Sexual dimorphism of the bony pelvis | Name all the sex differences in the construction of the pelvis in male and female skeletons | Distribute tasks self-directed in an interprofessional team | Situated learning | Male and female skeletons | 4.62 (1.87) |