During the last 25-30 years, several faculty within the Department of Neurobiology and Anatomical Science have been involved, to various degrees, in the generation of at least eight textbooks in the anatomical sciences; most have gone through multiple editions. These educational works cover the three main academic areas commonly associated with anatomy, this being neurobiology, histology and gross anatomy.
Recognizing the ever-changing climate of medical education, all of these books have focused on accurate and contemporary anatomy and on its application to what the students need to know to be successful in the clinical setting.
To this end, clinical concepts are integrated throughout these books in their proper anatomical context. These books have been well received by the educators in the field of anatomy as broadly defined.
The Anat. 653 "Review of Histology with Clinical Correlations" course has been a traditional basic science course, which provided a review of microscopic specimens of tissue and organ systems to the M4 students who intend to pursue specialty training in pathology and other specialties.
The intensity of the first-year medical school curriculum often causes medical students to overlook important clinical correlations and applications of histology to clinical problems. In the senior year, after rotations in different clinical departments, integrating the review of histology and pathology provides a new opportunity for medical students to fine-tune their learning skills, re-assess their knowledge, and enhance learning of basic and clinical sciences in the context of what they have learned in their clinical rotations. Integration of histology and pathology in the senior year provides a logical and useful clinically oriented approach for students, which greatly enhances their critical thinking skills.
The new modified course not only provides a microscopic review of histology, but also provides integrated clinical cases, pathological images, and discussion sessions, which include both basic science and clinical information. Integrations occurs at the levels of (1) integration of reading materials of both histology and pathology; (2) integration of microscopic review and pathological images; (3) integration of basic science and clinical faculty in small group discussions to compare the normal cells, structures and tissues with the altered abnormal tissues and associated diseases.
The students will have an opportunity to consult and discuss with faculty members from both the Neurobiology and Anatomical Sciences Department and the Pathology Department during discussion sessions. They will also have the opportunity to give a presentation of selected clinical cases during the discussion sessions.
"Developmental Anatomy" is a hybrid course which blends online study with the more traditional classroom instruction. The online component offers great flexibility as students learn the basic principles at their own convenience and pace allowing classroom time to be utilized more efficiently by promoting the development of critical thinking and problem solving through application of this knowledge.
The online component consists of 15 self-study modules that guide students through the basic morphological and molecular aspects of human development, each of which is complemented by a formative quiz that provides immediate feedback to assists students in monitoring their progress through the material. In addition, there are several clinical review modules that describe commonly occurring developmental anomalies students may encounter in their future career as physicians.
The clinical relevance of the material is further stressed in six classroom sessions following every two or three of the self-study modules. These are interactive reviews that offer students the opportunity to apply their newly gained knowledge to explain what might have gone wrong during the process of normal development to bring about certain congenital anomalies and how the consequences of these anomalies affect the life of the patients by altering the normal structure and function as they work through clinical case scenarios. The students also have the opportunity to hear clinicians talking about their own experiences with the diagnosis and treatment of these congenital anomalies in a more traditional lecture setting.
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