Journal Articles and Book Chapters

Dr. Rizzolo’s biomedical research publications range from anatomy to cellular and molecular biology to embryonic stem cells to physical biochemistry . Click the link for a complete description of biomedical/educational research and CV

Educational Research

Rizzolo, L.J., Stewart W.B., Garino, A., and Pellico, L.H.  (2015) Negotiation as a tool to tailor anatomy courses to diverse health programs. In Teaching Anatomy – A Practical Guide. Chan, L.K. and Pawlina, W., eds. Springer, publisher., p363-371.

Stakeholders can make or break a curriculum. This chapter emphasizes the essential role of stakeholders in developing course goals, and negotiating for course hours, faculty participation, and resources. Do you know who your stakeholders are?

Rizzolo, L.J., Rando, W.C., O’Brien, M.K., Garino, A., and Stewart W.B. (2011) Effectiveness of a shortened, clinically-engaged anatomy course for physician assistant students. Anat. Sci. Ed. 4:64-70.

We developed a method of anatomy instruction that we call “Clinically-engaged anatomy” for medical students. This study demonstrates that with modifications to address stakeholder concerns, clinically-engaged anatomy is effective with physician assistant students.

Rizzolo, L.J., Rando, W.C., O’Brien, M.K.. Haims, A.H., Abrahams, J.J, and Stewart W.B. (2010) Design, implementation and evaluation of an innovative anatomy course. Anat. Sci. Educ. 3:109-120.

“Clinically-engaged anatomy” is based on the principle that the patients typically seen during clinical training should guide the content of a first-year anatomy course.  What anatomy underlies the patient’s history and physical, imaging studies, and surgical or medical resolution? This study demonstrates the effectiveness of the approach.

Rizzolo, L.J. and Drake, R.L. (2008) Anatomists debate the value of a teaching credential. Anat. Sci. Educ. 1:60-67.

This study used a sequential workshop format to help attendees of the 2006 meeting of the American Association of Anatomists explore: 1) the skills anatomists should possess, 2) the historical inattention of institutions to training educators, and 3) strategies to rectify these concerns.

Rizzolo, L.J. and Stewart, W.B., Should we continue teaching anatomy by dissection when…? (2006) Anat Rec. (Part B: New Anat.) 289B:215-218.

This article shares the stories of institutions that experimented with non-dissection anatomy courses only to restore dissection to the medical school curriculum. The value of dissection in clinical education is discussed.

Warner, J.H., and Rizzolo, L.J. (2006) Anatomical Instruction and Training for Professionalism from the 19th to the 21st Centuries. Clin. Anat., 19:403-414.

The concept of professionalism and how it is instilled in medical students changes continuously. The role dissection plays in their education changes in parallel. This exploration reviews the history of medical education in the USA and the role anatomy might today.

Rizzolo, L.J., Stewart W.B., O’Brien, M, Haims, A, Rando, W., Abrahams J, Dunne, S, Wang, S. and Aden, M. (2006) Design principles for developing an efficient clinical anatomy course. Medical Teacher, 28:142-151.

This study examines pedagogical strategies and assessments to arrive at principals for designing anatomy courses for educating clinical students.

Rizzolo, L.J. (2002) Human Dissection: An approach to interweaving the traditional and humanistic goals of medical education. Anat Rec. (New Anat.) 269:242-248.

In the twentieth century, the physician as the emotionally-detached clinical-scientist emerged.  The price for this attitude was a loss of empathic connection with the patient. This paper explores how the anatomy lab might be used to balance these contrasting dimensions of the medical professional.

Rizzolo, L.J., Aden, M. and Stewart, W.B. (2002) Correlation of Web Usage and Exam Performance in a Human Anatomy and Development Course. Clin. Anat. 15:351–355.

This study reveals pitfalls in student strategies for using the web.  The successful student used the web to research specific questions, and balanced this approach with other resources for a multifaceted learning strategy.

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