Different approaches for teaching and learning anatomy and future directions

Youssef, Sahar A.

doi:10.18231/j.ijcap.2021.001

Cited by 6 publications

(4 citation statements)

References 51 publications

(17 reference statements)

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“…A systematic review conducted by Kazeminia et al in 2022 highlighted the positive impact of the FC method on teaching anatomy; the review revealed numerous advantages associated with this approach, including increased satisfaction, academic achievement, self-confidence, and overall outcomes in anatomy curricular [ 27 ]. A study conducted in China demonstrated an increase in the adoption of active learning methods, such as FCs, individualized tutoring, and small group discussions, during the COVID-19 pandemic [ 28 ]. Interactions in these active learning sessions primarily took place through real-time voice, text, or teaching management platforms like Rain Classroom, Xuexitong, or Blackboard.…”

Section: Discussionmentioning

confidence: 99%

Flipped and Peer-Assisted teaching: a new model in virtual anatomy education

Afshar,

Zarei,

Moghaddam

et al. 2024

BMC Med Educ

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Introduction In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles. Method The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university’s learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale. Results A total of 210 students participated in the instruction using the FPA method. The analysis of students’ scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher’s dedication to education. Conclusion The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances.

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Section: Discussionmentioning

confidence: 99%

Flipped and Peer-Assisted teaching: a new model in virtual anatomy education

Afshar,

Zarei,

Moghaddam

et al. 2024

BMC Med Educ

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“…25 Indeed, a multimodal approach to teaching anatomy would be most effective and engaging for the learners; such approaches may include lectures, atlases, dissection/prosection, 3D printing, augmented or virtual reality, plastination, social media, videos, and online resources. 26,27 Unfortunately, medical schools in low-and middle-income countries may find the price excessive. Acquiring, preparing, and storing fresh cadaveric heads and brains can cost up to 100,000 PhP (1800 USD) whereas plastinated brain specimen can cost up to 400,000 PhP (7200 USD) each.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Selected Undergraduate Medical Students in the Philippines on the Effectiveness of the Combined Use of Plastinated and Formalin-preserved Brains in Neuroanatomy Education: A Cross-sectional Study

Seng,

Malilay,

Pascual

et al. 2023

Acta Med Philipp

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Background and Objective. Neuroanatomy is both terrifying to learn and problematic to teach, and the different methods of neuroanatomical education have their own strengths and weaknesses. In this cross-sectional study, we evaluated the perception of undergraduate medical students towards the combined use of plastinated and formalinpreserved brain specimen in their neuroanatomy course.Methods. A bridging program was designed for students whose medical education was interrupted by the COVID-19 pandemic in order to reinforce the knowledge and understanding of anatomy that they acquired in a virtual environment. A total of 175 first year medical students participated in this learning activity, which included seven stations in neuroanatomy spread across two hours, and covered the anatomy of the circle of Willis, brainstem, cranial nerves, spinal cord, internal cerebrum, and external cerebrum. To evaluate short-term learning, the students were asked to take a quiz containing 10 multiple-choice questions before and after the learning activity. In addition, the students also answered a survey containing 11 Likert-type questions asking about their perception of the learningactivity. Results. Following the learning activity, mean test scores increased from 4.73 (SD 1.74) to 5.32 (SD 1.52; mean difference 0.59, p = 0.008). Majority of the students (mean 81%, range 43-93%) had a neutral or positive perception of plastinated brain specimen, and on factor analysis, plastinated brain specimen were found to be both practical and useful for learning neuroanatomy. However, the participants perceived plastinated brain specimen alone to be insufficient for learning neuroanatomy, and a multimodal approach to learning neuroanatomy is ideal. Conclusion. Plastinated brain specimens were found to be an effective complement to formalin-preservedbrain, and these should be used by medical schools when designing neuroanatomy learning activities fortheir students.

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“…Virtual dissection or digital dissection facilitates students with the innovative learning opportunities in veterinary anatomy. Nowadays, virtual dissection can be done with the help of animated anatomical structures on anatomy visualization table or virtual dissection table (Youssef, 2021). It is possible through the powerful software interactions where students can operate the computerised dissection on screen to accomplish through touch to understand the complex anatomic relationships (Darras et al., 2019).…”

Section: Traditional Methods Versus Virtual Learning Methods During C...mentioning

confidence: 99%

Veterinary anatomy teaching from real to virtual reality: An unprecedented shift during COVID‐19 in socially distant era

Kapoor

Singh

2022

Anat Histol Embryol

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Teaching Veterinary Anatomy in a virtual world is an utmost requirement of the ongoing era of COVID‐19 pandemic. Due to sudden lockdown, all the educational institutes, professional medical and veterinary colleges were closed (except emergency services) and academic activities were suspended altogether. This situation was challenging as well as thought‐provoking for various academicians and professors to rethink about the means to keep the conduit of imparting education unceasing. This review focuses on the virtual reality aids that are being adopted worldwide and the initiatives taken by academicians during this era to impart best practical anatomy lessons yet being in a socially distant world. However, during the lockdown and social distancing, face‐to face interactions were not feasible, and therefore, number of distant learning methods were created on virtual platforms for continuing the process of teaching veterinary anatomy closer to reality available at their doorsteps where academic staff was actively involved to reconstruct and renovate resources, upgraded their digital competencies to develop new ways to shift from one on one and merged to remote online teaching, and anatomy teaching was transformed to an abrupt ‘virtual mode’. Adopting virtual reality (VR) aids such as 3D animations, software packages, virtual dissections and E‐museum serves as a great saviour throughout this unprecedented pandemic in a socially distant world to continue the teaching connexion.

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Different approaches for teaching and learning anatomy and future directions

Cited by 6 publications

References 51 publications

Flipped and Peer-Assisted teaching: a new model in virtual anatomy education

Flipped and Peer-Assisted teaching: a new model in virtual anatomy education

Perceptions of Selected Undergraduate Medical Students in the Philippines on the Effectiveness of the Combined Use of Plastinated and Formalin-preserved Brains in Neuroanatomy Education: A Cross-sectional Study

Veterinary anatomy teaching from real to virtual reality: An unprecedented shift during COVID‐19 in socially distant era

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