Effective, ineffective and misleading ways of teaching non-analytical anatomy

Ralph Nawrotzki, Andreas Möltner, Joachim Kirsch & Jana Jünger
Background: Despite over a century of debates about how anatomy should be learned and taught, data on the efficacy of ways of instruction are in scarce supply. Research clearly indicates that learners’ metacognitive abilities vary and that medical students apply superficial or deep learning a[for full text, please go to the a.m. URL]