Feedback from dental students: performance in an anatomy department

Abstract

A questionnaire was devised and administered to first-year dental students to obtain feedback on the courses in an anatomy department. A closed statement format was used with a small number of open requests for comment, both to elicit information which would lead to course improvement, and also to validate the questionnaire itself and assess its suitability for inclusion in a formal appraisal system. Data were produced on course structure, teaching methods, examinations and personal tutoring. The students were divided into subgroups and their perceptions in these areas compared. The median responses to closed statements for each discipline within anatomy were calculated and displayed graphically as course profiles. The questionnaire itself is discussed in detail in relation to the validity of the feedback produced. Improvements are suggested and the questionnaire found to be suitable for wide usage in an appraisal system, particularly with the development of course profiles. The specific responses by the students, and their requests for further guidance, are also considered and suggestions made for alterations in the courses.

Student perceptions of problem topics / concepts in a traditional veterinary anatomy course

“…This is in agreement with other studies (e.g. refs 1,13,17 This is the 4th edition of the Manual, which was first produced in 1989, by the Office International des Épizooties (OIE). It contains recommendations on the use of diagnostic tests and production of vaccines for List A and B diseases of mammals, birds, and bees, as well as some additional diseases that may affect international trade.…”

“…This phenomenon is not peculiar to veterinary students. Women dental students at the University of Birmingham, United Kingdom, identified neuroanatomy as the most difficult of the 4 anatomy courses (topographical anatomy, histology/cell biology, neuroanatomy and embryology) presented at that university 17 . De Lahunta 7 has cautioned that 'To teach didactic neuroanatomy as an isolated exposure to spinal cord tracts and brain stem nuclei, unrelated to relevant physiology and clinical neurological signs created by disease of these structures, is folly in veterinary medicine.'…”

Student Perceived Difficulties in Learning Organ Systems in an Undergraduate Human Anatomy Course

“…These results agree with previous studies in which medical and dental students reported that neuroanatomy was one of the most, if not the most, difficult anatomical topic to learn (Parkin andRutherford 1990, Kramer andSoley 2002). To a lesser extent, students reported that a lack of models and difficulty visualizing nervous system structures contributed to difficulties learning the nervous system.…”

“…The pelvis was listed as problematic by 39 percent of students, while 35 percent found neuroanatomy problematic and 30 percent listed the perineum as difficult. In a survey of firstyear dental students, Parkin and Rutherford (1990) found that while students enjoyed studying neuroanatomy, they found it difficult to learn.…”

Educational audit of postgraduate medical education

“…Traditionally, the success or failure of a course or programme has been assessed in ways such as attendance at both the beginning and end of an educational activity, attendance at subsequent meetings, the level of discussion generated, followup questions after the meeting, and involvement of juniors in presenting. Recent initiatives have extended these approaches by beginning actively to gather data from participants (Dobson 1988; Parkin & Rutherford 1990; Shahabudin 1990). Courses themselves vary widely — they may be formally examined, they may aim to prepare candidates for professional examinations, or they may aim solely at professional development.…”