Dataset Information

Teaching anatomy using an active and engaging learning strategy.

ABSTRACT:

Background

Various evidence-based and student-centered strategies such as team-based learning (TBL), case-based learning (CBL), and flipped classroom have been recently applied to anatomy education and have shown to improve student engagement and interaction. These strategies shift the focus of teaching from knowledge transmission to knowledge construction by students and encourage the use of tasks. This study discusses the use of an active and engaging learning strategy to teach the musculoskeletal system to Year 1 MBBS students (Faculty of Medical Sciences, The University of the West Indies, Cave Hill, Barbados) and examines the correlation between assessment modalities and student performance.

Methods

The "Active and Engaging Learning Strategy" was used to assess student learning in the form of oral presentations. Students had presentations on muscle attachments, muscle actions, blood and nerve supply, and applied anatomy of the limb musculature. Questions on the limbs (Locomotor System) were included in pre and post-presentation spotters, in-course assessments, and final examinations. Percentages, paired t-test, independent sample t-test, and zero-order correlations were performed to confirm the results for the different objectives of the study.

Results

The main modes of presentation chosen were poems (37.1%), followed by stories (21.2%), songs (11.4%), and skits (10.6%). The majority of students (84%) found the strategies beneficial and recommended such sessions for future cohorts (92%). Students achieved significantly better scores in post-presentation spotters (p?ConclusionOur study highlighted that the active and engaging learning strategy can be used as an effective learning tool in anatomy. Students were proactive in preparing the muscle presentations by utilizing their own creativity, curiosity, and intelligence. Further studies should be conducted using randomized controlled trials to assess the effectiveness of various learning strategies which could open a new door to medical education.

SUBMITTER: Singh K

PROVIDER: S-EPMC6524257 | biostudies-literature | 2019 May

REPOSITORIES: biostudies-literature

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Publications

Teaching anatomy using an active and engaging learning strategy.

Singh Keerti K Bharatha Ambadasu A Sa Bidyadhar B Adams Oswald Peter OP Majumder Md Anwarul Azim MAA

BMC medical education 20190516 1

<h4>Background</h4>Various evidence-based and student-centered strategies such as team-based learning (TBL), case-based learning (CBL), and flipped classroom have been recently applied to anatomy education and have shown to improve student engagement and interaction. These strategies shift the focus of teaching from knowledge transmission to knowledge construction by students and encourage the use of tasks. This study discusses the use of an active and engaging learning strategy to teach the mus ...[more]

PMID: 31096975

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Project description:BackgroundThe University of California system has a novel tenure-track education-focused faculty position called Lecturer with Security of Employment (working titles: Teaching Professor or Professor of Teaching). We focus on the potential difference in implementation of active-learning strategies by faculty type, including tenure-track education-focused faculty, tenure-track research-focused faculty, and non-tenure-track lecturers. In addition, we consider other instructor characteristics (faculty rank, years of teaching, and gender) and classroom characteristics (campus, discipline, and class size). We use a robust clustering algorithm to determine the number of clusters, identify instructors using active learning, and to understand the instructor and classroom characteristics in relation to the adoption of active-learning strategies.ResultsWe observed 125 science, technology, engineering, and mathematics (STEM) undergraduate courses at three University of California campuses using the Classroom Observation Protocol for Undergraduate STEM to examine active-learning strategies implemented in the classroom. Tenure-track education-focused faculty are more likely to teach with active-learning strategies compared to tenure-track research-focused faculty. Instructor and classroom characteristics that are also related to active learning include campus, discipline, and class size. The campus with initiatives and programs to support undergraduate STEM education is more likely to have instructors who adopt active-learning strategies. There is no difference in instructors in the Biological Sciences, Engineering, or Information and Computer Sciences disciplines who teach actively. However, instructors in the Physical Sciences are less likely to teach actively. Smaller class sizes also tend to have instructors who teach more actively.ConclusionsThe novel tenure-track education-focused faculty position within the University of California system represents a formal structure that results in higher adoption of active-learning strategies in undergraduate STEM education. Campus context and evolving expectations of the position (faculty rank) contribute to the symbols related to learning and teaching that correlate with differential implementation of active learning.Supplementary informationThe online version contains supplementary material available at 10.1186/s40594-022-00365-9.

Project description:Strong understanding of cardiac anatomy and function are essential components of veterinary medical education; however, the heart is considered challenging to comprehend due to its complexity. This study introduced and assessed a new learning resource, the IVALA® augmented reality (AR) heart program in a cohort of pre-veterinary students. Students were randomly divided into traditional textbook learning and AR learning groups. All students underwent a pre- and post-intervention testing assessing baseline cardiac anatomy knowledge, as well as pre-intervention evaluation of inherent spatial awareness. Teaching and learning included a 60-min cadaveric learning experience guided by either traditional learning resources or the IVALA® program. All students completed a participant survey about their learning experiences. Seventy-four students (36 in the control, and 38 in the IVALA® group) participated in the research. Overall, students improved in cardiac knowledge by an average of 24.5% after intervention regardless of study methodology. No significant difference in post-test improvement was noted between the two groups. On a 20-question assessment, students in the IVALA® group improved by an average of 4.9 questions correct over their pre-intervention test, and the control group improved by an average of 4.8 questions (p = 0.9). A positive correlation was found between spatial awareness scores and post-test improvement regardless of cohort group (p = 0.03). Sixty-two individuals (83.8%) completing the participant survey reported an overwhelming preference for learning with AR compared to traditional methods. This study illustrates student preference of IVALA® program in learning anatomy of the heart and supports its use is as effective as traditional methods of teaching with the benefit of increased enthusiasm and engagement.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-021-01260-8.

Project description:Background: Peer teaching is a powerful educational tool utilized in medical school curricula. Previously, first year medical students taught their peers about the gross anatomical structures they had dissected in the anatomy lab. While this strategy provided an opportunity for students to learn from one another, there were unintended outcomes including difficulty engaging all students. Considering these observations, along with needing to limit student numbers in the lab due to the coronavirus disease 2019 (COVID-19) pandemic, a strategy was developed where students could conduct their anatomy peer teaching in a virtual environment. The goal was to establish an effective and efficient means for students to teach and learn from one another virtually. Methods: Students, working in groups of four, were tasked to: 1) Find and label 4-5 assigned structures on cadaver-based images; 2) Provide a rationale for labeling; 3) Discuss something relevant about the structure; 4) Prepare a 5-minute video presentation of steps 1-3; and 5) Review and provide meaningful feedback on another group's presentation. Student performance on virtual peer teaching assignments was evaluated using a structured rubric and grades were weighted based on two separate faculty assessments. Student feedback was obtained via discussions with the course director, a semi-structured 1-hour virtual focus interview and from course evaluation data. Results: While students performed well on these assignments, feedback from students indicated several drawbacks such as excess time editing their videos, concerns about the validity of information provided by their peers, and the timing of peer teaching to be non-conducive to learning. Conclusions: Although the students viewed the virtual peer teaching negatively, we were successful in developing a platform in which students participated more equally in peer teaching. Recommendations to those considering this platform include careful consideration of timing of peer teaching activities and faculty feedback as well as technology used.

Dataset Information

Teaching anatomy using an active and engaging learning strategy.

Background

Methods

Results

Publications

Teaching anatomy using an active and engaging learning strategy.

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