Background: Assessment is one of the most important aspect of teaching and learning process. Various assessment methods are available to assess the knowledge & skills of students. The objective of the study was to know views of the students regarding the best assessment method in anatomy. Materials and methods: Inputs from 200 MBBS students were collected who completed first year MBBS. A questionnaire which included questions relating to various assessment techniques for theory & practical internal exams in anatomy was used to get the feedback from the students. Results: Majority students felt that internal assessment should be conducted thrice in a year. The assessment methods preferred by them was written test for theory in the form of SAQ & SEQ and MCQ also should be included in it. Many students felt that internal assessment should be the criteria for allowing students to appear in university examinations but disagreed to include the internal assessment marks in university examination. Conclusion: It is important to obtain more frequent feedback from the students which will help teachers to modify the assessment methods and improve the standards of medical education.
Background: Recognition of the maxillary sinus position is tedious as it is small and not easily seen. A detailed knowledge of the anatomical variations of maxillary sinus opening is required for endoscopic surgeons to perform safe surgeries. The aim of the present study is to determine the anatomical location of the maxillary ostium in a cadaveric specimen. The position of the accessory maxillary sinus, if present is also noted to further benefit the surgeons.Materials and Methods: Thirty bisected halves of the formalin fixed adult head and neck specimens were obtained from the Department of Anatomy. The anterior part of the skull was divided in the midline and then the nasal septum was removed taking care not to damage the osteomeatal components. Probes were used in identifying the location of maxillary sinus ostium. Various other parameters like vertical diameter, transverse diameter, distance between ostium and anatomical landmarks such as inferior concha and hard palate were measured.Results: In accordance to the parameters considered in the current study, the following results were observed. The maxillary sinus ostium was present in the posterior 1/3rd of the Hiatus semilunaris in 53% of the cadavers. The most common shape of maxillary sinus ostium was oval. The mean vertical and transverse diameters of ostium were 2mm and 2.6mm respectively. The perpendicular distance of the ostium from the lower border of inferior concha was 14.6 mm and from the upper border of the hard palate was 17.5 mm. Conclusion:The knowledge about the variations in location of the maxillary sinus Ostium and the distances of the ostium from the major anatomical landmarks will help the maxillofacial surgeons and otolaryngeologists to perform the surgical procedures safely.
Background: Embryology forms an important part of Anatomy in medical curriculum. As a subject it is difficult for the first year students. The aim of the study was to make the subject simple, to inculcate interest and to reach to different types of learners as possible and to assess the effect of various teaching methods on learning.Methods: First year medical students were taught Embryology using different methods over one academic year by one faculty member. In addition to black board and power point as the main methods of teaching, supplementary methods like videos, props, models, handouts & quiz were also used. These were compared on different parameters of teaching-learning process like conceptual understanding, recollection & long term memory, reproducibility & writing in exam, structure and sequence of events, drawing of diagrams, clinical application, overall effectiveness and fun in the process of learning. A comparison of different methods of teaching was done in the form a written feedback questionnaire.Results: It was observed that 73.9% students preferred Black board, 21.73% preferred Power point and 4.34% opted for videos as the choice of method. The study also revealed that 76.08% of students preferred a combination of different methods for the embryology lectures, where as 15.21% preferred only Black Board, 6.52% preferred only Power Point and 2.17% of students preferred only Videos as the method for learning Embryology.Most of the parameters of teaching Embryology were better fulfilled by black board method specially drawing of diagrams (82.60% students). However for clinical application of the subject, power point (50.43% students) was preferred. The students' response revealed that Quiz was a fun loving method of learning (40%students), whereas (31.3%students) enjoyed videos on Embryology. The overall effectiveness of Black board was found to be (60.86%), Power point (18.2%), Videos (8.69%), Props (4.34%), Quiz (3.47%), Handouts (2.6%) and Models (1.73%).Conclusions: A multi-modal approach was made to facilitate and enhance the learning process of the subject. The study revealed that blackboard was the most valued method for teaching-learning Embryology.
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