Dental Students’ Perceptions of Effective Anatomy Teaching

Abstract

Anatomy taught courses face a unique challenge in that they are always considered a foundation course for careers in Medical / Dental and Health Sciences related fields. The increase in class size and the decrease in classroom-learning interest among students have made the teaching and learning more challenging. In recent years, many reports have shown that there is a substandard level of anatomy knowledge among medical / dental graduates). Such a deficiency definitely is having an impact on safe medical practice as there has been a steady increase in medico-legal litigation for surgical malpractice. Learner's analysis is an important step in identifying the general level of the learner characteristics. The latter include gender differences, background information and previous anatomy knowledge. This study gives guidance towards generation of teaching objectives and selection of appropriate strategies to achieve these objectives. The results of this study provide useful information in selecting effective anatomy teaching methods and generating educational strategies.

Perception of multimodal approach in teaching Anatomy among Kashmiri undergraduate medical students for better learning and effective teaching

“…Multimodal approach to teaching is the best approach in terms of developing the interest of students and changing their learning styles and providing autonomous supportive environment. [33] Anatomists are thus, in a perfect position for the paradigm shift to a better teaching and learning environment. To optimize efficient learner time management and maximize future surgical competencies, retention of anatomical knowledge and enhance academic success, problem based learning, case-based learning (CBL), flipped lectures, Virtual histology, Online teaching, Teaching through webinars, Online Assessment methodology, computer-assisted learning, videos, simulations, and virtual interactive 3D teaching should be incorporated in the curriculum.…”

Perceptions of dental students’ regarding anatomy learning and assessment in integrated curriculum adopted by Shaheed Zulfiqar Ali Bhutto Medical University, Pakistan

“…Small group teaching and group study as learning strategy helped most of them to retain anatomical knowledge. Research [13] have concluded that motivation and performance of student for a particular subject improves if it is delivered in accordance to their learning styles; a study done concluded that for effective delivery of anatomy concepts the instructors should be aware of diverse learning styles and how to manage them [14] . National research in undergrad dental colleges found that teaching strategies like problem-based learning (PBL) linking Basic and Clinical sciences with community health can bring significant change in educational approach of dental students [15] .…”

Exploration of an interactive “Virtual and Actual Combined” teaching mode in medical developmental biology

“…Especially, the "three-part interactive" learning activities promoted a deeper memory of the practical knowledge for the students. Learning outcomes reported here also demonstrated the development of the students' independent learning, experimental learning, cooperative learning, as well as their self-directed and independent learning, all of which aims are fundamental to higher education teaching and learning [13,14].…”