Experiential Learning, Spatial Visualization and Metacognition: An Exercise with the “Blank Page” Technique for Learning Anatomy

Naug, Helen; Colson, Natalie Jane; Donner, D.

doi:10.1016/j.hpe.2016.01.001

Cited by 16 publications

(21 citation statements)

References 23 publications

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“…Due to which to compare this study with previously done studies using the same yardstick would be less fruitful. 7 , 8 …”

Section: Discussionmentioning

confidence: 99%

“…Literature suggests increased interest and better student engagement is seen in active, experiential learning based activities in understanding practical anatomy. 7 , 8 The deficit of clinical experience in students’ transition from higher secondary schools to the abruptness and vastness of the medical college curricular environment creates diverse reactions. The current anatomy pedagogy in universities used to impart practical training lacked contextual understanding amongst the first-year medical students.…”

Section: Introductionmentioning

confidence: 99%

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Faculty and Students’ Perceptions on Experiential Learning Based Anatomy Dissection Hall Sessions for Medical Undergraduates

Sarkar¹,

Verma²,

Singh³

2022

AMEP

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Introduction Experiencing is essential to learning anything in life. Medical educators across the world aim at achieving profound learning experiences for their students. Several applications of experiential learning into health professions education have been witnessed over the past two decades. Though many researchers have tried to implement authentic learning experiences in medical education, only a handful have been able to demonstrate its effectiveness in anatomical sciences education. In this study, the authors asked the question – Can experiential learning-based dissection hall sessions be innovated to improve the contextual learning of anatomical sciences during early clinical exposure? Methods Three experiential learning theory (ELT)-based sessions were conducted. Perceptions from faculty and students were collected. Results The satisfaction index of the students' perception of the ELT based sessions was of 96.1% and for faculty was 100%. The emergent facilitating factors in the learning process were found to be: more profound and interactive contextual learning experience; improved problem-solving approaches based on dominant skill activities of dissection hall; and learning experiences created to cater to different learning needs of students. The optimal facilitator to student ratio range suggested for these sessions was 1:10 to 1:15. Discussion The faculties were motivated to utilize this learning experience to further research teaching innovations at the present institution. Experiential learning-based sessions applied to anatomical sciences education can effectively foster positive student engagement and profound learning experience.

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“…Due to which to compare this study with previously done studies using the same yardstick would be less fruitful. 7 , 8 …”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Faculty and Students’ Perceptions on Experiential Learning Based Anatomy Dissection Hall Sessions for Medical Undergraduates

Sarkar¹,

Verma²,

Singh³

2022

AMEP

View full text Add to dashboard Cite

show abstract

“…Getting students to make the connection between what is happening in the skin they are in, and the clinical measurements and observations that they will perform on future patients creates an impetus for deeper learning of the structural and functional relationships that regulate homeostasis in the human body. observing the specimens in the laboratory sessions (14). It is important to understand the relationship between structures when learning anatomy, therefore it can be difficult for students to engage in deep learning when they have limited time to individually manipulate and interact with the anatomical models.…”

Section: Discussionmentioning

confidence: 99%

A team approach to delivery of contextually relevant bioscience: encouraging student connections between tacit knowledge and new content acquisition

Reynolds¹,

Bowers²,

Peters³

et al. 2019

Preprint

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Background Bioscience is essential knowledge for nursing practice and is an important component of undergraduate nursing education, however students commonly feel anxious about studying the subject. The purpose of this study was to create student learning resources for undergraduate bioscience that would enhance student engagement and performance and reduce attrition and unit failures over a sustained period. Methods Online surveys and formal institutional data collection metrics were used to assess the impact of the changes to unit learning resources. Results Student attrition rates and failure rates for the unit were reduced over a two-year period across a diverse student cohort. Conclusions Scaffolded and diverse learning materials support the success of undergraduate bioscience students by improving student engagement and reducing cognitive load.

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“…By making a connection between the young learner's prior knowledge and text meaning, young learners can personalise their reading process. This is also closely related to the principle of constructivism and experiential learning (Backhouse, Fitzpatrick, Hutchinson, Thandi & Keenan, 2017;Naug, Colson & Donner, 2016;Amin, 2020). Young learners constructively build their new understanding based on an existing idea and make use of their experience as the foundation.…”

Section: Meaningful and Personalised Text Connectionmentioning

confidence: 92%

The Functions of Visualization in Assisting Reading Comprehension among Young Learners

David¹,

Sulaiman²

2021

IJARBSS

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Reading comprehension determines the readers' level of understanding of a text. The process of comprehending a text requires meaning construction and the integration of the readers' knowledge, which are fairly challenging for learners of all ages especially young learners. As these crucial reading processes play major importance in reading comprehension, educators are applying a repertoire of reading comprehension strategies to guide young learners in reading. One of the strategies to have seen a significant impact in reading comprehension is visualization. However, not much literature discusses the visualization implementation by considering the aspects of the reading process. This paper, therefore, aims to explore the functions of visualization in assisting reading comprehension among young learners based on the aspects of the reading process. This paper will examine five functions of visualization based on the integration of eight aspects of the reading process in visualization application. This paper will be able to fill the gap in the literature by focusing on which reading process aspects are applied in different types of visualization. In particular, the significance of this paper is to assist teachers in looking through the visualization functions and how these functions impact reading comprehension for young learners.

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Experiential Learning, Spatial Visualization and Metacognition: An Exercise with the “Blank Page” Technique for Learning Anatomy

Cited by 16 publications

References 23 publications

Faculty and Students’ Perceptions on Experiential Learning Based Anatomy Dissection Hall Sessions for Medical Undergraduates

Faculty and Students’ Perceptions on Experiential Learning Based Anatomy Dissection Hall Sessions for Medical Undergraduates

A team approach to delivery of contextually relevant bioscience: encouraging student connections between tacit knowledge and new content acquisition

The Functions of Visualization in Assisting Reading Comprehension among Young Learners

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