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

Abstract

While particular attention is paid to the nature and content of anatomy curricula, little has been published about the actual problem topics/concepts experienced by students of anatomy. This information is relevant to modifying existing courses and methods of teaching. The present study thus sought to identify, by means of a questionnaire administered to students of veterinary anatomy, perceived problem topics, the possible reasons for the problems, as well as student suggestions for solving the problems. Awide range of problem topics was identified by this survey, of which neuroanatomy, neurohistology and organogenesis recurred most frequently. A major reason given for the problems experienced was an inability to conceptualise 3- dimensional structures. Students requested more time, more lectures and appealed for a reduction in detail of textual information. Many of the problems experienced by this group of students are reflected in other studies of veterinary, medical and dental students, which suggests the existence of 'universal' problem topics in the various fields of anatomy. We believe that these universal problem topics exist in many anatomy courses, despite the application of innovative teaching methods and advanced audio-visual technologies. Only by identifying these topics can suitable strategies (within the constraints of the particular curriculum) be devised to resolve them.

Student Perceptions of Problem Topics/Concepts in a Traditional Veterinary Embryology

“…The greatest number of problem topics being identified as the development of heart and cardiovascular system (61.8%) followed by the development of face/head, foetal membrane/placentation particularly 3 D pictures and then the development of body form and urogenital (including external genitalia). This is not in agreement with work carried out by Soley and Kramer (2001) where they reported that in the embryology component, students most frequently (70 %) indicated organogenesis in general or aspects of organogenesis (development of the liver, heart or urogenital tract) as problem topics. As noted in the introduction, the relevant embryology is presented as didactic lectures prior to the dissection and study of the various body regions covered in the gross anatomy course.…”

“…There is certainly some substance in these assertions. Changes to the content of anatomy curricula have not always kept pace with reduction in time for teaching (Soley and Kramer, 2001).…”

Clinical embryology teaching: is it relevant anymore?

“…It has been advocated that in the later, clinical years of medical programmes, students and clinicians need to build on this framework and be proactive in finding clinical learning opportunities for embryology teaching . Most importantly, it has been argued that students need to learn anatomy through continuous study during a medical programme …”

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“…O termo que caracteriza este tipo de comportamento denomina-se "neurofobia", e pode atingir tanto estudantes, quanto profissionais em casos de falta de confiança em atender casos relacionados à neurologia (ZINCHUK et al, 2010;HENNESSY et al, 2016). Dentre todos os tópicos ensinados na anatomia, a neuroanatomia é aquela para a qual os alunos possuem uma maior dificuldade de aprendizado (SOLEY; KRAMER, 2001).…”