Human Anatomy: Let the students tell us how to teach

Davis, Christopher R.; Bates, Anthony; Ellis, Harold; Roberts, AM

doi:10.1002/ase.1424

Cited by 190 publications

(190 citation statements)

References 56 publications

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“…Offering learning environments with highly perceived value, and engagement with anatomical material may have the benefit of promoting retention (Lombardi et al, 2014). It is therefore believed that the current use of multimodal teaching approaches at this institution is advantageous and should be encouraged, echoing the sentiments of other researchers (Davis et al, 2014;Johnson et al, 2012;R. Mitchell & Batty, 2009;Sugand et al, 2010).…”

Section: Average Student Final Grades Following the Completion Of Thimentioning

confidence: 96%

“…The favorability of lectures is often overwhelming, with students often agreeing that they were more beneficial than self-directed learning (Davis et al, 2014). Despite the push for more active modes of learning, these responses have shown that more traditional modes of delivery cannot be entirely ignored when developing curricula in anatomy and physiology (Choi-Lundberg, Low, Patman, Turner, & Sinha, 2016;Minhas, Ghosh, & Swanzy, 2012).…”

Section: Traditional Approachesmentioning

confidence: 99%

“…Although not favored by first years (Davis et al, 2014), students do appreciate its incorporation into a mixed mode of delivery in teaching (Minhas et al, 2012). The rise of more progressive modes of teaching has largely been influenced by the prevalence of technology in daily life.…”

Section: Progressive Approachesmentioning

confidence: 99%

“…dissection), access to a range of other educational resources (e.g. models, e-learning) was viewed as helpful (Davis et al, 2014;Kerby et al, 2011). Offering learning environments with highly perceived value, and engagement with anatomical material may have the benefit of promoting retention (Lombardi et al, 2014).…”

Section: Average Student Final Grades Following the Completion Of Thimentioning

confidence: 99%

“…This has prompted implementation of mixed, or multimodal, learning strategies, allowing students to acquire knowledge from a variety of traditional and novel sources. Commercial models, computer simulations, clay modeling, body painting, and other living anatomy teaching methods are often supplementing (and at times, replacing) traditional dissections and didactic lectures (Bergman et al, 2013;Brenner & Bio, 2003;Chinnah, de Bere, & Collett, 2011;Collins, 2008;Davis, Bates, Ellis, & Roberts, 2014;Finn & McLachlan, 2010;Johnson, Charchanti, & Troupis, 2012;McLachlan et al, 2004;B. S. Mitchell, McCrorie, & Sedgwick, 2004;Waters, Van Meter, Perrotti, Drogo, & Cyr, 2005).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

Anderton

Chiu

Aulfrey³

2016

IJHE

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Anatomy and physiology teaching has undergone significant changes to keep up with advances in technology and to cater for a wide array of student specific learning approaches. This paper examines perceptions towards a variety of teaching instruments, techniques, and innovations used in the delivery and teaching of anatomy and physiology for health science students, and asks whether active learning through more progressive methods of teaching is beneficial for students across health science disciplines. In total, 138 health science students consisting of 32 biomedical science students, 52 exercise and sports science students, and 54 health and physical education students completed the retrospective study. Biomedical science students were least receptive to progressive teaching modalities, preferring anatomical dissections to laboratory workbooks (p <0.05) and body painting (p <0.05). In comparison, students from health and sport related degrees responded significantly better to anatomical models and laboratory workbooks than anatomical dissections (p <0.001). While gender differences were subtle, males responded positively to online multiple-choice question resources (p < 0.05) in comparison to females. Following a multimodal delivery of anatomy and physiology, students from all cohorts reported feeling significantly more confident (p < 0.005) when discussing all material in the course. The results obtained demonstrate differences amongst cohorts, which indicate that student perceptions to learning anatomy and physiology are dependent on individual course expectations. Moreover, these results support "hands on" practical teaching, and the use of a variety of teaching tools to foster learning and enjoyment of anatomy and physiology in health sciences.

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Section: Average Student Final Grades Following the Completion Of Thimentioning

confidence: 96%

Section: Traditional Approachesmentioning

confidence: 99%

Section: Progressive Approachesmentioning

confidence: 99%

Section: Average Student Final Grades Following the Completion Of Thimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

Anderton

Chiu

Aulfrey³

2016

IJHE

View full text Add to dashboard Cite

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Outcomes of a rotational dissection system in gross anatomy

Marshak¹,

Oakes²,

Hsieh³

et al. 2014

Anatomical Sciences Ed

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At the University of Texas Houston Medical School, a rotational dissection system was introduced to improve coordination between the Gross Anatomy and the Introduction to Clinical Medicine (ICM) courses. Six students were assigned to each cadaver and divided into two teams. For each laboratory, one team was assigned to dissect and the other to attend ICM or study independently. For the next laboratory, the assignments were reversed. At the start of the session, the team that had dissected previously spent 30 minutes teaching the other team. In 2012, the students were given three traditional practical examinations with 50 questions drawn equally from each laboratory. Students also completed three mid-course evaluations. There were no significant differences in overall performance between the two teams. Nevertheless, we wanted to determine how well individual students identified structures they had dissected compared with those they had not. For dissected structures, the mean percent correct was 80.0 ± 13.0 (mean ± standard deviation), and for undissected structures, it was 78.3 ± 14.1. The difference was small, but statistically significant (P = 0.0007). Although this result validated the concerns expressed by some students, it did not appear that a change in the system was justified. Students were generally enthusiastic about the opportunity to learn clinical skills in the first semester of medical school, and 91-96% of the students agreed that learning anatomy at the same time helped them understand the physical examination exercises in ICM.

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Medical student perceptions of radiology use in anatomy teaching

Murphy

Crush

O’Malley

et al. 2014

Anatomical Sciences Ed

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The use of radiology in the teaching of anatomy to medical students is gaining in popularity; however, there is wide variation in how and when radiology is introduced into the curriculum. The authors sought to investigate students' perceptions regarding methods used to depict and teach anatomy and effects of integrated radiology instruction on students' abilities to correctly identify imaging modalities and anatomical structures on radiological images. First-year medical students completed questionnaires at the beginning and end of the first academic year that incorporated ten hours of radiologic anatomy teaching in the anatomy curriculum. Questions used a combination of Likert scales, rankings, and binary options. Students were tested on their ability to identify radiology modalities and anatomical structures on radiology images. Preresponse and postresponse rates were 93% (157/168) and 85% (136/160), respectively. Postmodule, 96.3% of students wanted the same or more radiology integration. Furthermore, 92.4% premodule and 96.2% postmodule agreed that "Radiology is important in medical undergraduate teaching." Modality and structure identification scores significantly increased from 59.8% to 64.3% (P < 0.001) and from 47.4% to 71.2% (P < 0.001), respectively. The top three preferred teaching formats premodule and postmodule were (1) anatomy laboratory instruction, (2) interactive sessions combining radiology with anatomy, and (3) anatomy lectures. Postmodule, 38.3% of students were comfortable reviewing radiology images. Students were positive about integrating radiology into anatomy teaching and most students wanted at least the same level of assimilation but that it is used as an adjunct rather than primary method of teaching anatomy.

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Human Anatomy: Let the students tell us how to teach

Cited by 190 publications

References 56 publications

Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

Outcomes of a rotational dissection system in gross anatomy

Medical student perceptions of radiology use in anatomy teaching

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