Anatomy learning styles and strategies among Jordanian and Malaysian medical students: the impact of culture on learning anatomy

Mustafa, Ayman G.; Allouh, Mohammed Z.; Mustafa, Intisar Ghazy; Hoja, Ibrahim

doi:10.1007/s00276-012-1067-z

Cited by 29 publications

(33 citation statements)

References 24 publications

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“…A higher level of performance among students pursuing dentistry, medicine, optometry and pharmacy could be due to prior preparation and experience (Diseth et al, , Selvig et al, ), class attendance (Schuman et al, ), and quality of study skills (Plant et al, ; Credé and Kuncel, , Selvig et al, ), or motivation. However, each of these factors themselves could have been influenced by socioeconomic status (Aharony, ) and cultural norms (James et al, ; Kharb, et al, ; Mustafa et al, ). This study did not evaluate cultural and socioeconomic variables with respect to academic performance, therefore, the degree to which these variables influenced academic performance among students choosing various careers cannot be assessed.…”

Section: Discussionmentioning

confidence: 99%

“…In student‐centered classrooms, it is reasonable to assume that instructors benefit from understanding how their students' learning styles differ from their own (Simon, ). Indeed, among students enrolled in pre‐health/health care curricula, learning style assessments have revealed gender differences (Breckler et al, ; Nuzhat et al, ), cultural and demographic differences (James et al, ; Mustafa et al, ), and differences among students pursuing different health care specialties subspecialties (Murphy et al, ; Meehan‐Andrews, ). Students' learning styles may change as they progress and are exposed to different curricular demands (Kell and van Deursen, ; Alkhasawneh, ).…”

Section: Introductionmentioning

confidence: 99%

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Learning style versus time spent studying and career choice: Which is associated with success in a combined undergraduate anatomy and physiology course?

Farkas

Mazurek

Marone

2015

Anatomical Sciences Ed

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The VARK learning style is a pedagogical focus in health care education. This study examines relationships of course performance vs. VARK learning preference, study time, and career plan among students enrolled in an undergraduate anatomy and physiology course at a large urban university. Students (n = 492) from the fall semester course completed a survey consisting of the VARK questionnaire, gender, academic year, career plans, and estimated hours spent per week in combined classroom and study time. Seventy-eight percent of students reported spending 15 or fewer hours per week studying. Study time and overall course score correlated significantly for the class as a whole (r = 0.111, P = 0.013), which was mainly due to lecture (r = 0.118, P = 0.009) performance. No significant differences were found among students grouped by learning styles. When corrected for academic year, overall course scores (mean ± SEM) for students planning to enter “medicines” (79.89 ± 0.88%) were significantly higher than those of students planning to enter physical/occupational therapies (74.53 ± 1.15%; P = 0.033), as well as nurse/physician assistant programs (73.60 ± 1.3%; P = 0.040). Time spent studying was not significantly associated with either learning style or career choice. Our findings suggest that specific career goals and study time, not learning preferences, are associated with better performance among a diverse group of students in an undergraduate anatomy/physiology course. However, the extent to which prior academic preparation, cultural norms, and socioeconomic factors influenced these results requires further investigation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning style versus time spent studying and career choice: Which is associated with success in a combined undergraduate anatomy and physiology course?

Farkas

Mazurek

Marone

2015

Anatomical Sciences Ed

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“…(Mulu and Tegabu, 2012) 136 of 147 (93%) Which method do you prefer for anatomy learning? Dissection or Prosection (Mustafa et al, 2013) 124 of 246 (50%) I prefer to use cadavers and/or prosections. (Haspel et al, 2014) b 27 of 71 (38%) Would you have preferred alternate methods other than dissecting the rat to learn human anatomy?…”

Section: Future Directionsmentioning

confidence: 99%

A meta‐analysis of anatomy laboratory pedagogies

et al. 2017

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The debate regarding anatomy laboratory teaching approaches is ongoing and controversial. To date, the literature has yielded only speculative conclusions because of general methodological weaknesses and a lack of summative empirical evidence. Through a meta-analysis, this study compared the effectiveness of instructional laboratory approaches used in anatomy education to objectively and more conclusively synthesize the existing literature. Studies published between January 1965 and December 2015 were searched through five databases. Titles and abstracts of the retrieved records were screened using eligibility criteria to determine their appropriateness for study inclusion. Only numerical data were extracted for analysis. A summary effect size was estimated to determine the effects of laboratory pedagogies on learner performance and perceptions data were compiled to provide additional context. Of the 3,035 records screened, 327 underwent full-text review. Twenty-seven studies, comprising a total of 7,731 participants, were included in the analysis. The meta-analysis detected no effect (standardized mean difference 5 20.03; 95% CI 5 20.16 to 0.10; P 5 0.62) on learner performance. Additionally, a moderator analysis detected no effects (P 0.16) for study design, learner population, intervention length, or specimen type. Across studies, student performance on knowledge examinations was equivalent regardless of being exposed to either dissection or another laboratory instructional strategy. This was true of every comparison investigated (i.e., dissection vs. prosection, dissection vs. digital media, dissection vs. models/modeling, and dissection vs. hybrid). In the context of short-term knowledge gains alone,

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“…Medical education should address the different cultures of learning of the medical student when they prepare their instructional methods and teaching materials to fulfill the educational needs of culturally diverse students (23). We recognized the importance of this with a global diverse group of scholars attending our synchronous online sessions.…”

Section: Discussionmentioning

confidence: 99%

Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum

et al. 2017

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ContextMedical Education can be delivered in the traditional classroom or via novel technology including an online classroom.ObjectiveTo test the hypothesis that learning in an online classroom would result in similar outcomes as learning in the traditional classroom when using a flipped classroom pedagogy.DesignRandomized controlled trial. A total of 274 subjects enrolled in a Neuro-otology training program for non-Neuro-otologists of 25 h held over a 3-day period. Subjects were randomized into a “control” group attending a traditional classroom and a “trial” group of equal numbers participating in an online synchronous Internet streaming classroom using the Adobe Connect e-learning platform.InterventionsSubjects were randomized into a “control” group attending a traditional classroom and a “treatment” group of equal numbers participating in an online synchronous Internet streaming classroom.Main outcome measuresPre- and post-multiple choice examinations of VOR, Movement, Head Turns, Head Tremor, Neurodegeneration, Inferior Olivary Complex, Collateral Projections, Eye Movement Training, Visual Saccades, Head Saccades, Visual Impairment, Walking Speed, Neuroprotection, Autophagy, Hyperkinetic Movement, Eye and Head Stability, Oscilllatory Head Movements, Gaze Stability, Leaky Neural Integrator, Cervical Dystonia, INC and Head Tilts, Visual Pursuits, Optokinetic Stimulation, and Vestibular Rehabilitation.MethodsAll candidates took a pretest examination of the subject material. The 2–9 h and 1–8 h sessions over three consecutive days were given live in the classroom and synchronously in the online classroom using the Adobe Connect e-learning platform. Subjects randomized to the online classroom attended the lectures in a location of their choice and viewed the sessions live on the Internet. A posttest examination was given to all candidates after completion of the course. Two sample unpaired t tests with equal variances were calculated for all pretests and posttests for all groups including gender differences.ResultsAll 274 subjects demonstrated statistically significant learning by comparison of their pre- and posttest scores. There were no statistically significant differences in the test scores between the two groups of 137 subjects each (0.8%, 95% CI 85.45917–86.67952; P = 0.9195). A total of 101 males in the traditional classroom arm had statistically significant lower scores than 72 females (0.8%, 95% CI 84.65716–86.53096; P = 0.0377) but not in the online arm (0.8%, 95% CI 85.46172–87.23135; P = 0.2176) with a moderate effect size (Cohen’s d = −0.407).ConclusionThe use of a synchronous online classroom in neuro-otology clinical training has demonstrated similar outcomes to the traditional classroom. The online classroom is a low cost and effective complement to medical specialty training in Neuro-Otology. The significant difference in outcomes between males and females who attended the traditional classroom suggests that women may do better than males in this learning environment, although the effect size is...

show abstract

Anatomy learning styles and strategies among Jordanian and Malaysian medical students: the impact of culture on learning anatomy

Cited by 29 publications

References 24 publications

Learning style versus time spent studying and career choice: Which is associated with success in a combined undergraduate anatomy and physiology course?

Learning style versus time spent studying and career choice: Which is associated with success in a combined undergraduate anatomy and physiology course?

A meta‐analysis of anatomy laboratory pedagogies

Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum

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