Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

Abstract

Student engagement requires both a stimulating teaching style and provision of meaningfully learning activities involving student peer interactions. This study compares student engagement levels between two different styles and strategies for teaching first year anatomy: a stimulating (passionate) teaching style with active, self-directed experiential learning strategies versus a more traditional didactic teaching style and strategies. In 2008-2011, first-year JCU medicine and health science students undertaking anatomy were assessed using two cross-sectional comparative studies of all courses over consecutive years to investigate differences between the teaching approaches-a traditional didactic teaching style and strategies-and a stimulated, innovative teaching style with guided, self-directed strategies (n=510; response rate=79 %). A content analysis of an openended question, asking which aspect of the anatomy course had most benefit to learning, further illuminated findings. Students whom experienced a stimulating teaching style with active, selfdirected experiential learning strategies rated engagement variables significantly higher (p<0.05) than their counterparts experiencing a more traditional didactic teaching style and strategies, including overall enjoyment of anatomy; overall quality of anatomy learning experiences; general level of interest in anatomy teaching activities; importance of anatomy learning activities to later years of their course and future professional career; and overall level of interaction with both peers and teachers. Those experiencing the stimulating teaching style with active, experiential learning strategies also tended to prefer less structured learning and more self-directed learning. Stimulating teaching and active, experiential learning approaches in anatomy appears to produce students who are achieving desired learning outcomes, and who are also confident, pro-active, motivated, and selfdirected learners.

Association between learning style preferences and anatomy assessment outcomes in graduate‐entry and undergraduate medical students

“…"Activists" are those who prefer to learn by activity such as brainstorming or problem solving, who benefit most in relation to learning from group discussions or role play exercises, and are keen to explore new learning experiences. The present data do, however, appear to conflict with recent results, which have shown that students who employ more active, self-directed experiential learning strategies report greater interest and engagement in anatomy learning activities, as well as demonstrating increased interaction with peers and instructors (Diaz and Woolley, 2015). The present data do, however, appear to conflict with recent results, which have shown that students who employ more active, self-directed experiential learning strategies report greater interest and engagement in anatomy learning activities, as well as demonstrating increased interaction with peers and instructors (Diaz and Woolley, 2015).…”

“…However, it has been demonstrated that they also have a tendency towards poor time management skills, and may not be as adept at careful planning of academic activities (Lashley and Barron, ). The present data do, however, appear to conflict with recent results, which have shown that students who employ more active, self‐directed experiential learning strategies report greater interest and engagement in anatomy learning activities, as well as demonstrating increased interaction with peers and instructors (Diaz and Woolley, ). It may be that the tendency to employ such strategies is not captured within the LSQ “Activist” learning style classification.…”

Evaluating the Use of Mixed Reality to Teach Gross and Microscopic Respiratory Anatomy

“…In addition to perceiving an increased understanding of gross anatomy and histology, participants in the experimental group reported MR to be an interactive and engaging way to learn anatomy. This finding supports the idea that favorable perceptions of a learning activity can produce better learning outcomes [5].…”

Jigsaw puzzle to teach anatomy to first year MBBS students

“…Professor Diaz in a survey found that 83% of health sciences students thought that practical, innovative approaches assisted their deeper understanding of Anatomy, 81% thought they assisted their long-term memory of anatomy, and 82% reported that the learning and memory skills they acquired in anatomy have been useful in other subjects. 17 Students have transferred this review strategy to other classes and the peer teachers developed and expressed an interest in it as an adjunct teaching tool.…”