Interactive Lecture in the Dissection Hall: Transforming Passive Lecture into a Dynamic Learning Experience

Chimmalgi, M

doi:10.1002/ase.1803

Cited by 21 publications

(19 citation statements)

References 48 publications

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“…Even today, the didactic style of teaching forms the basis of learning. Attempts to modernise anatomy are still in their infancy, and recent studies have shown there to be benefit in the use of interactive lecture-based dissection halls [ 23 ] and virtual reality in cardiac anatomy teaching [ 24 ].…”

Section: Discussionmentioning

confidence: 99%

Addressing the failures of undergraduate anatomy education: Dissecting the issue and innovating a solution

Ahmad

Khaleeq

Hanif

et al. 2021

Annals of Medicine and Surgery

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Background Reduced time allocation, changes in teaching methods and Covid-19 have resulted in undergraduate anatomy teaching being marginalised. This has implications on patient safety, litigation, student satisfaction and surgical workforce planning. Aims The aim of this study is to survey a cohort of recent English medical graduates to attain their perspective on anatomy training and to propose an innovative solution to solve existing problems in undergraduate anatomy training. Methods An online survey was sent out to 40 foundation doctors to offer insights into their undergraduate anatomy training. We asked participants to rate their perceived importance of anatomy, the importance offered to anatomy teaching at undergraduate level, preparation for clinical practice and future career plans. Results 22 participants responded to the online survey. All trained across England with equal spread between Northern and Southern medical schools. All participants perceived anatomy to be either important or very important in the survey. 20/22 felt that their undergraduate anatomy teaching was given very low to average importance by their institutions. 8/22 were confident or very confident with their anatomy knowledge on beginning clinical practice. Of the 22, 5 planned surgical careers, 10 did not know or gave other responses and 7 wanted to do General Practice. 16/22 said anatomy training had or will impact their decision on choosing a speciality. Conclusion The current literature and above survey highlight the deficiencies that current doctors are facing. We suggest implementation of a standardised anatomy curriculum and the development of an online anatomy course.

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Section: Discussionmentioning

confidence: 99%

Addressing the failures of undergraduate anatomy education: Dissecting the issue and innovating a solution

Ahmad

Khaleeq

Hanif

et al. 2021

Annals of Medicine and Surgery

View full text Add to dashboard Cite

show abstract

“…A questionnaire with questions about the TMJ was used to analyse the students' knowledge with respect to this content. This was used because it is a simple resource that is available and easy to administer for the purpose of evaluating performance, with scores ranging from 0 to 10 20,21 …”

Section: Discussionmentioning

confidence: 99%

Digital anatomy table in teaching‐learning process of the temporomandibular joint anatomy

Silveira

Dias

Brito

et al. 2021

Eur J Dental Education

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Introduction The use of teaching resources and digital objects has gradually been incorporated into dental schools. This study aimed to evaluate the digital anatomy table in teaching‐learning process of the temporomandibular joint (TMJ) anatomy and the student's perception regarding this resource. Materials and Methods A cross‐sectional study was conducted on 41 undergraduate dental students. Knowledge assessment tests were applied at different time intervals: before and after the TMJ theoretical class, after the practical class on prosected specimens and after the use of digital anatomy table. The medians of the scores obtained in the three groups (theoretical class, practical class and digital table) were descriptively analysed and submitted to Wilcoxon, Kruskal‐Wallis and Student‐Newman‐Keuls statistical tests. The perception survey was conducted at the end of the study. Results When the teaching strategies were compared amongst each other, the medians of the scores with the digital anatomy table were significantly higher than after the theoretical and practical classes. At the end of the research, there were no differences amongst the three groups (theoretical class, practical class and digital table). Regarding the perception, the majority of the students reported that the digital anatomy table helped them to understand the content of the theoretical class. Conclusion It was concluded that learning with the use of the digital anatomy table did not increase the knowledge of dental students with respect to the TMJ anatomy. The students' perceptions of the digital anatomy table were positive and that it could be used as an additional resource in the teaching‐learning process.

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“…The education of anatomical sciences has gradually shifted from traditional teacher-focused to student-centered methods with less contact time (Chimmalgi, 2019). Advocates for shifting medical education from didactic to interactive lectures claim that interactive lectures are effective in increasing students' attention, knowledge retention, and engagement (Chilwant, 2012).…”

Section: Introductionmentioning

confidence: 99%

Interactive Online Practical Histology Using the Poll Everywhere Audience Response System: An Experience During the COVID-19 Lockdown

et al. 2022

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The shift to online learning due to the COVID-19 pandemic sheds light on the need for innovative approaches to medical education, making it more interactive and effective. Histology is a challenging subject because it is known to be image intensive. In this study, we compared two methods of online teaching of practical histology: an interactive method using the Poll Everywhere Audience Response System and a traditional method without the use of Poll Everywhere. We performed a randomized controlled crossover trial. One hundred and forty students were divided into two groups. The first group was taught using the interactive method and the second group was taught using the traditional method. Each group was then taught using the other method for a second subject. Students' performance and preferences were assessed using tests and questionnaires. The examination scores were significantly higher for Poll Everywhere group. All students' responses were overwhelmingly in favor of the use of Poll Everywhere, with regard to their engagement, enjoyment, and morphology understanding, in addition to the applicability of the interactive approach. Interactive sessions of practical histology using applications such as Poll Everywhere can be an effective way to increase students' engagement, enjoyment, and knowledge retention during distance learning.

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Interactive Lecture in the Dissection Hall: Transforming Passive Lecture into a Dynamic Learning Experience

Cited by 21 publications

References 48 publications

Addressing the failures of undergraduate anatomy education: Dissecting the issue and innovating a solution

Addressing the failures of undergraduate anatomy education: Dissecting the issue and innovating a solution

Digital anatomy table in teaching‐learning process of the temporomandibular joint anatomy

Interactive Online Practical Histology Using the Poll Everywhere Audience Response System: An Experience During the COVID-19 Lockdown

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