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Anatomicum

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Longhurst GJ, Stone DM, Dulohery K, Scully D, Campbell T, Smith CF. 2020. Strength, weakness, opportunity, threat (SWOT) analysis of the adaptations to anatomical education in the United Kingdom and Republic of Ireland in response to the Covid‐19 pandemic. Anat Sci Educ 13:301–311. [ PMC free article] [ PubMed] [ Google Scholar] Smith A.M., Paxton J.Z., Hung Y.P., Hadley M.J., Bowen J., Williams R.L., Grover L.M. (2015). Nanoscale crystallinity modulates cell proliferation on plasma sprayed surfaces. Materials Science & Engineering C. 48(5-10).

Jennifer has published in a range of leading Tissue Engineering and Biomaterials journals. She is also regularly asked to act as a reviewer for numerous journals in this field and as a reviewer for several funding bodies.

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This new anatomy studio also will generate new anatomy students. In addition to the challenges of co‐creating learning, students also will need to master novel presentation‐of‐self. Regardless of the telemedicine realities that await them as practitioners (Frankl et al., 2021; Muntz et al., 2021), today's anatomy students may (and perhaps should) be called upon to demonstrate competencies and deliver performance metrics virtually. In doing so, memorization will give place to creation and application of knowledge. In these respects, the online environment not only will challenge teachers to create various “scripts,” with different levels of engagement and with different opportunities to develop students' decision‐making skills but also will challenge learners to design their own “proofs” of mastery. Wang A., Williams R.L., Jumbu N., Paxton J.Z., Davis E.T., Snow M.A., Ritchie A.C., Johansson C.B., Sammons R.L. Grover L.M. (2016) Development of tissue engineered ligaments with titanium spring reinforcement. RSC Advances 100

Jennifer joined the University of Edinburgh in early 2014 as a Lecturer in Anatomy and was promoted to Senior Lecturer in 2020. She was elected as Fellow of The Anatomical Society in 2021 and was named as New Fellow of the Year (2021). Published in association with The Wellcome Collection, this intimate guide to the human body, from the top of the skull to the tip of the toes, is illustrated with detailed anatomical drawings that show every muscle group and nerve. Expert descriptions are simple enough for young readers and will inspire budding doctors and scientists. The new anatomy student also will join the effort to create new online materials to nurture their own learning. This atmosphere of online collaboration will prepare students to strive as team players (Huitt et al., 2015). Moreover, the creation of online learning communities based on trust and solidarity feeds the students´ identities with values that are important for becoming good doctors. Watson K. 2011. Perspective: Serious play: Teaching medical skills with improvisational theater techniques. Acad Med 86:1260–1265. [ PubMed] [ Google Scholar]Gregory JK, Lachman N, Camp CL, Chen LP, Pawlina W. 2009. Restructuring a basic science course for core competencies: An example from anatomy teaching. Med Teach 31:855–861. [ PubMed] [ Google Scholar] Sá MJ, Serpa S. 2020. COVID‐19 and the promotion of digital competences in education. Univers J Educ Res 8:4520–4528. [ Google Scholar] The text is incredibly clear and easy to read and the descriptions are really easy to follow. The book is large, which ensures the diagrams are easy to look at and it is well spaced out, thus ensuring that an overload of information is not what you feel you're walking away with. Every subject matter is dealt with sympathetically and sensitively in a matter of fact way - thus ensuring that the journey you take through the book is one of awe and wonder about how amazing our bodies really are. Larson EB, Yao X. 2005. Clinical empathy as emotional labor in the patient‐physician relationship. JAMA 293:1100–1106. [ PubMed] [ Google Scholar]

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