Evaluation of a modified team based learning method for teaching general embryology to 1<sup>st</sup>year medical graduate students

Shankar, Nachiket; Ravindranath, Roopa

doi:10.4103/0019-5359.49076

Cited by 49 publications

(42 citation statements)

References 18 publications

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“…The Nexus Portal at Mayo Medical School (USA), allows multimedia use to share reflections, knowledge, and deductions from dissection ses-sions which students are comfortable utilizing (Durosaro et al, 2008). Similarly, team-based learning (TBL; Vasan et al, 2009) received overall positive feedback from 317 students when evaluating their preference for these sessions and teamwork irrespective of the grades attained with strongly positive internal consistencies (Cronbach's alpha 5 0.908 and 0.884, respectively) and with reproducible success in other countries like India (Shankar and Roopa, 2009).…”

Section: Peer-peer Partnershipsmentioning

confidence: 99%

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

816

815

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Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user-friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3:83-93, 2010.

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Section: Peer-peer Partnershipsmentioning

confidence: 99%

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

816

815

View full text Add to dashboard Cite

show abstract

“…The success of peer teaching is thought to be connected to the ability of peer tutors and tutees to communicate more effectively and, therefore, improve the learning environment (Allen and Boraks, 1978). Peer teaching has been used in a variety of guises including peer-assisted learning, team-based learning (TBL) and reciprocal peer teaching, and in many different areas of health education and the biosciences (Krych et al, 2005;Tariq, 2005;Gill et al, 2006;Secomb, 2007;Evans and Canavan, 2008;Shankar and Roopa, 2009). Within anatomy, peer teaching has been widely recognized as a valuable approach for learning and has been effectively incorporated into medical, dental, and healthcare curricula (Nnodim, 1997;Brueckner and MacPherson, 2004;Youdas et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Near‐peer teaching in anatomy: An approach for deeper learning

Evans

Cuffe

2009

Anatomical Sciences Ed

273

272

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Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near-peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near-peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first-and second-year medical students and evaluates the perceptions of the near-peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first-and second-year students, who themselves view the inclusion of near-peer teachers as a positive element in their learning. Anat Sci Educ 2: [227][228][229][230][231][232][233] 2009.

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“…This is in accordance with extant literature which revealed that TBL strengthens the attitudinal as well as cognitive foundation of the students. 7,10 This type of teaching not only improves the basics of any topic but also provides scope to think at higher levels of cognition (critical thinking) as evidenced in the present study wherein assurance test questions were related to basics while the group assignment exercises included case scenarios. A similar concept was reported in a study which showed that active learning activities like this one were successful in teaching the student's knowledge needed to formulate therapeutic recommendations.…”

Section: Discussionmentioning

confidence: 74%

“…Team based learning (TBL) is one such new strategy used in various curricula in India and world-wide. [4][5][6][7] TBL was originally developed by Larry Michaelsen for business schools. 8 It is a learner-centered, instructor led strategy with individual and group accountability process and involves small teams to work together to solve problems.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness and student perspective of a pilot effort in team based learning in pharmacology for medical undergraduate

Hashilkar

Gelula

Angadi

2016

Int J Basic Clin Pharmacol

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Evaluation of a modified team based learning method for teaching general embryology to 1^styear medical graduate students

Abstract: BACKGROUND AND AIMS:To encourage student participation in the learning process, the authors introduced a modified team based learning (TBL)

Cited by 49 publications

References 18 publications

The anatomy of anatomy: A review for its modernization

The anatomy of anatomy: A review for its modernization

Near‐peer teaching in anatomy: An approach for deeper learning

Effectiveness and student perspective of a pilot effort in team based learning in pharmacology for medical undergraduate

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Evaluation of a modified team based learning method for teaching general embryology to 1styear medical graduate students

Abstract: BACKGROUND AND AIMS:To encourage student participation in the learning process, the authors introduced a modified team based learning (TBL)

Cited by 49 publications

References 18 publications

The anatomy of anatomy: A review for its modernization

The anatomy of anatomy: A review for its modernization

Near‐peer teaching in anatomy: An approach for deeper learning

Effectiveness and student perspective of a pilot effort in team based learning in pharmacology for medical undergraduate

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Evaluation of a modified team based learning method for teaching general embryology to 1^styear medical graduate students