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Biography
My name is Anthony Bright, I am a teaching associate for human anatomy education here at the University of Nottingham, teaching medical students and sports and exercise science students. I previously worked at the University of Birmingham as an anatomy demonstrator, and before that I studied at the University of Sheffield, completing my undergraduate Bachelor's degree in Biomedical Science in 2020, and then a Master's degree in Human Anatomy with Education in 2022.
In Birmingham and during my Master's degree, I have taught anatomy to several courses, most of which included Medicine, Dentistry, Biomedical Science and Pharmacology, with additional teaching in Physiotherapy, Physicians Associate, Trauma Science and Nursing. Most of my teaching has been through small group teaching sessions, and prosection-based teaching, whereas during my Master's degree in Sheffield it was dissection based teaching.
I have experience in teaching using ultrasound, dissecting to make prosections under the human tissue act (HTA), and creating resources using 3D printing, 3D scanning, and VR technology.
Teaching Summary
I have taught anatomy to several courses, mostly through small group tutorial sessions, as well as prosection-based and dissection-based teaching. I have a keen interest in active learning with… read more
I have taught anatomy to several courses, mostly through small group tutorial sessions, as well as prosection-based and dissection-based teaching. I have a keen interest in active learning with students, using engaging methods and resources that give them a chance to learn kinetically rather than just audiovisually.
After doing an action research project on it in my Master's course in Sheffield, I have an interest in learning and educating on accessibility inclusion within higher education, especially within online teaching and online teaching resources. This has become more apparent since the pandemic, when there was a large shift to online and hybrid teaching/learning, and it has shed some light on ways that we could improve students' quality of learning, especially for those with learning difficulties or disabilities. One example being the importance of thinking about dyslexia-friendly text, presentations etc. that could help students who have and haven't been diagnosed with a form of dyslexia (as around 10-15% of students have found to have some form of dyslexia).