Teaching anatomy using an active and engaging learning strategy

BMC Medical Education

Ambadasu Bharatha¹  Md. Anwarul Azim Majumder¹  Keerti Singh¹  Oswald Peter Adams¹  Bidyadhar Sa² 

[1] grid.412886.1, Faculty of Medical Sciences, The University of the West Indies, Cave Hill, Barbados;grid.430529.9, Faculty of Medical Sciences, The University of the West Indies, St. Augustine, Trinidad and Tobago;

关键词: Anatomy;    Student-centred learning strategies;    Active and engaging learning;    Medical education;    Barbados;   

DOI  :  10.1186/s12909-019-1590-2

来源: publisher

【 摘 要 】

BackgroundVarious 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.MethodsThe “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.ResultsThe 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 < 0.01) and the marks of in-course and final examinations also showed significant improvement (p < 0.01).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.

【 授权许可】

CC BY