Meeting Abstract
Although there are entire journals dedicated to the teaching of medical anatomy, the pedagogical literature on teaching comparative vertebrate anatomy is lacking. This has created a situation where new instructors are lacking research into best practices and core concepts to teach. In addition, recent reports calling for change in science education ask that learning objectives focus on proficiency of core concepts. Focusing on core concepts, or big ideas, is thought to help students achieve meaningful learning, as they are transferable across sub-disciplines, foster retention, build problem-solving skills, and provide scaffolding for learning new concepts later. However, before we can employ these core concepts, we must define them. This interactive poster will discuss the pedagogy of core-concepts and serve as place to gather input on core concepts from SICB attendees in conjunction with the Teaching and Learning Workshop.
