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 focu...
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doaj-4836c9e0190d4e45bbd4e1b95ca663972020-11-25T03:58:30ZengBMCBMC Medical Education1472-69202019-05-011911810.1186/s12909-019-1590-2Teaching anatomy using an active and engaging learning strategyKeerti Singh0Ambadasu Bharatha1Bidyadhar Sa2Oswald Peter Adams3Md. Anwarul Azim Majumder4Faculty of Medical Sciences, The University of the West IndiesFaculty of Medical Sciences, The University of the West IndiesFaculty of Medical Sciences, The University of the West IndiesFaculty of Medical Sciences, The University of the West IndiesFaculty of Medical Sciences, The University of the West IndiesAbstract 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 < 0.01) and the marks of in-course and final examinations also showed significant improvement (p < 0.01). Conclusion Our 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.http://link.springer.com/article/10.1186/s12909-019-1590-2AnatomyStudent-centred learning strategiesActive and engaging learningMedical educationBarbados |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Keerti Singh Ambadasu Bharatha Bidyadhar Sa Oswald Peter Adams Md. Anwarul Azim Majumder |
spellingShingle |
Keerti Singh Ambadasu Bharatha Bidyadhar Sa Oswald Peter Adams Md. Anwarul Azim Majumder Teaching anatomy using an active and engaging learning strategy BMC Medical Education Anatomy Student-centred learning strategies Active and engaging learning Medical education Barbados |
author_facet |
Keerti Singh Ambadasu Bharatha Bidyadhar Sa Oswald Peter Adams Md. Anwarul Azim Majumder |
author_sort |
Keerti Singh |
title |
Teaching anatomy using an active and engaging learning strategy |
title_short |
Teaching anatomy using an active and engaging learning strategy |
title_full |
Teaching anatomy using an active and engaging learning strategy |
title_fullStr |
Teaching anatomy using an active and engaging learning strategy |
title_full_unstemmed |
Teaching anatomy using an active and engaging learning strategy |
title_sort |
teaching anatomy using an active and engaging learning strategy |
publisher |
BMC |
series |
BMC Medical Education |
issn |
1472-6920 |
publishDate |
2019-05-01 |
description |
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 < 0.01) and the marks of in-course and final examinations also showed significant improvement (p < 0.01). Conclusion Our 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. |
topic |
Anatomy Student-centred learning strategies Active and engaging learning Medical education Barbados |
url |
http://link.springer.com/article/10.1186/s12909-019-1590-2 |
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