Digital technology for facilitating inquiry-based learning during the COVID pandemic for human anatomy course

Abstract

BACKGROUND: Linking anatomy with the clinical approach for creating an inquisitive mind for a millennium via the digital platform is the need of the hour. Traditional lecturing makes students have rote memorization of the human anatomy. The inquiry-based project will allow undergraduate medical students to have a deeper understanding of human anatomy along with team building and interpersonal skill development. This approach of teaching would allow students to link the content taught for human anatomy with its clinical applicability and probably generate inquisitiveness for further exploring the course content. The study aimed to appraise and assess the perception of medical students and faculty about the inquiry-based digitalized project presentation. MATERIALS AND METHODS: A descriptive cross-sectional study was conducted for inquiry-based project presentation where students were divided into 15 groups with 15 inquiries, which were presented as projects on a digital platform under the guidance of the facilitator. The perception of students and faculty for the inquiry-based approach was collected using a validated survey questionnaire. The quantitative data were analyzed by SPSS-version 15, using descriptive statistics, Friedman's rank, and thematic analysis for qualitative data. RESULT: In total, 117 students participated in the pre-test and 129 in the post-test part of the study. Also, 79.1% of students appreciated that the inquiry-based project presentation approach allowed them to link anatomy with different courses; 73.6% agreed that this approach has a positive impact on their attitude toward learning anatomy. Then, 75.2% students appreciated of learning new skills using the digital platform. They agreed to have developed leadership (65.1%) and team-building skills (83.7%) and self-directed learning (SDL) improvement (71.3%). However, some students (9.3%) and faculty (16.7%) had been ostracized for presenting their inquiry-based projects on a digital platform, whereas 65.1% of students appreciated this approach. CONCLUSION: Inquiry-based learning approach would allow students to have a deeper understanding of the subject knowledge and skills for the SDL and learn strategies for the usage of virtual technology for literature search.

Human anatomy curriculum reform for undergraduate nursing students: An exploratory study

“…To address these issues, we propose the adoption of a “hybrid + flipped” teaching method based on BOPPPS to reform the curriculum. This method combines classroom teaching with online learning, leveraging independent learning and introductions to stimulate students' curiosity (Ahmad et al, 2020; Çakmakkaya et al, 2024; Wach et al, 2024); it also uses participatory learning to enhance their practical application abilities (Bellier et al, 2023; Vedi et al, 2022) and employs assessments and summarizations to consolidate their knowledge and skills (Kingston et al, 2023). The proposed method aims to improve students' clinical application skills, self‐directed learning abilities, and overall engagement with the course, goals which are consistent with a majority of the research on this topic (Alshawish et al, 2021; Bellier et al, 2023; Çan & Toraman, 2022; Thompson & Lake, 2023; Vedi et al, 2022).…”

“…This method combines classroom teaching with online learning, leveraging independent learning and introductions to stimulate students' curiosity (Ahmad et al, 2020; Çakmakkaya et al, 2024; Wach et al, 2024); it also uses participatory learning to enhance their practical application abilities (Bellier et al, 2023; Vedi et al, 2022) and employs assessments and summarizations to consolidate their knowledge and skills (Kingston et al, 2023). The proposed method aims to improve students' clinical application skills, self‐directed learning abilities, and overall engagement with the course, goals which are consistent with a majority of the research on this topic (Alshawish et al, 2021; Bellier et al, 2023; Çan & Toraman, 2022; Thompson & Lake, 2023; Vedi et al, 2022). Numerous studies conducted worldwide have highlighted the advantages of blended learning, which has been shown to enhance student performance and increase satisfaction (Al‐Hatem et al, 2018; Alvarez et al, 2017; Leidl et al, 2020; McCutcheon et al, 2018; Schurr et al, 2022; Verkuyl et al, 2017).…”

An exploration of students’ use of digital resources for self-study in anatomy: a survey study

“…As the quality of TEL resources has evolved, there are greater opportunities for students to use digital resources outside of the classroom [ 2 , 3 ]. This development combined with less time allocated to anatomy teaching, lack of cadavers, and larger student cohorts with a different mindset towards technology [ 4 – 7 ] as well as the recent pandemic has also pushed educators to use distant modes to deliver anatomy education [ 8 – 10 ]. Clunie et al studied evaluation approaches used to assess the impact of TEL within anatomy education and showed that most studies reported learner satisfaction followed by effects on learning outcomes at the module or course level [ 11 ].…”

An Exploration of Students’ use of Digital Resources for Self-Study in Anatomy: a survey study

“…Given that studies show that less time is currently allocated to anatomy teaching, combined with a lack of cadavers and larger student cohorts with a different mindset towards technology (17,18,19,20), TEL presents an opportunity for new approaches to learning. In addition, the recent pandemic also pushed educators to try a wide range of new approaches and use digital modes to deliver anatomy education (21,22,23). As the quality of TEL resources has evolved, there are greater opportunities for students to use these resources outside of the classroom (24,2).…”