Can you transfer essential anatomy 3 professional#
An important point of concern is, anatomy teaching in the medical and other health professional education programmes is on the decline and ‘has fallen below a safe level’ in recent years. However, the teaching of anatomy is undergoing an evolutionary change with the adoption of modern philosophies, approaches, and effective teaching and learning strategies. Traditionally, anatomy was considered to be a dull, labour-intensive subject, and was taught using surface learning approaches and rote memorization. Medical students need to acquire core anatomical knowledge to build a strong foundation for future clinical encounters and professional practice.
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.Īnatomy is usually considered to be the ‘foundation of medical sciences’, but it is also perceived to be an onerous and challenging subject in medical education. Students were proactive in preparing the muscle presentations by utilizing their own creativity, curiosity, and intelligence. Our study highlighted that the active and engaging learning strategy can be used as an effective learning tool in anatomy. 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). The majority of students (84%) found the strategies beneficial and recommended such sessions for future cohorts (92%). The main modes of presentation chosen were poems (37.1%), followed by stories (21.2%), songs (11.4%), and skits (10.6%). 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. Questions on the limbs (Locomotor System) were included in pre and post-presentation spotters, in-course assessments, and final examinations. Students had presentations on muscle attachments, muscle actions, blood and nerve supply, and applied anatomy of the limb musculature. The “Active and Engaging Learning Strategy” was used to assess student learning in the form of oral presentations.
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. These strategies shift the focus of teaching from knowledge transmission to knowledge construction by students and encourage the use of tasks. 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.
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