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Dyad Pedagogy and the Application of Video Education in Anatomy

A new pedagogy is required in the curriculum reform movement of medical education. The most effective pedagogy for anatomy is when students work in dyads. Dyads were given the task of producing well‐made videos to help students grasp contiguous structures in 3D. Dyad pedagogy provided feedback and assistance, i.e., the producer worked one‐on‐one with Downstate's Anatomy Director, intranet specialist, and student narrators. Production drew on Bloom's taxonomies of learning. Delivery was labor intensive because dyads had to synthesize a large volume of material, often from internet resources at Downstate and elsewhere, then create comprehensive and comprehensible videos. The clips were offered to the first year medical class via SUNY Downstate's intranet PRIME system. Activity logs showed over 50% of the class viewed videos, and multiple hits (>2) from single individuals pointed to more than passing curiosity, and perhaps a learning intent. Usage levels increased coinciding with the approaching midterm exam, indicating active utilization of the videos as a study tool. Informal surveys of the class refined the conceptualization of the videos: they ought to be succinct, dynamic, and visually intelligible.