Study of Passive Didactic Teacher Centered Approach and an Active Student Centered Approach in Teaching Anatomy

Abstract

Introduction: The importance of Anatomy in undergraduate medical education cannot be adequately emphasised. For doctors, the human body is the focus of investigation and intervention on a daily basis; for this reason, the study of anatomy in some form, will continue to be essential to safe medical practice. It is necessary for core knowledge of anatomy to be assimilated by all doctors in order to practice medicine safely. It may be true that most doctors do not need to dissect a cadaver or study a prosection in order to practice, but if they do, it can improve their understanding and this surely has to be of benefit both for the safety of the patient and satisfaction of the doctor as a professional. Teacher-centered typically refers to learning situations in which the teacher asserts control over the material that students study. In contrast,to teacher centered learning, student-centered typically refers to forms of instruction that, for example, give students opportunities to lead learning activities, participate more actively in discussions, design their own learning projects, explore topics that interest them, and generally contribute to the design of their own course of study. Conclusion: We should develop and implement an instructional design that focuses on incorporating activelearning and student-centered pedagogy into what is previously a traditional lecture-based course. These changes will lead to sustainable improvements in student attitudes and performance. Although the changes to be implemented may require a significant time commitment in the first year ,it will essentially be a "one time investment" because it will not require extra effort to teach the revised model in the future. Furthermore, it will not only provide a model for revision of an individual course but can also provide a catalyst for institutional reform.

From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda

“…According to this, the study took the starting point that attitudes of teachers in Rwanda may be a major factor in determining how LCP would take place in schools. Here attitude is defined as an organized predisposition to respond in a favorable or unfavorable manner toward a specified class of objects (Sawant & Rizvi, 2015). This study therefore aimed at investigating teachers' attitudes toward the use of LCP and the causal factors.…”

“…Typically teacher-centered pedagogy refers to learning situations in which the teacher has control over student learning. In this approach, the teacher is the most active person in the classroom and does most of the talking (Sawant & Rizvi, 2015). Instruction is unilateral during the teaching process as it proceeds from the active teacher to passive learners (Khalid & Azeem, 2012).…”

The Role of EFL Teacher’s Talk and Identity in Iranian Classroom Context

“…Being learner-centered does not mean rejecting traditional teaching methods. According to Sawant et al (2015), teachers and educators should develop an instructional design that focuses on incorporating active learning and student-centered pedagogy into the traditional lecture-based courses. These changes will accelerate enhancement in learners' perspectives and attainment.…”

Collaboration in Designing a Pedagogical Approach in Information Literacy

“…At present, pedagogues prefer less structured approaches, ambiguous contexts that allow students to discover by themselves the most appropriate way to introduce new information into their own knowledge systems. Although this orientation is predominant, the student-centered curriculum, literature is abundant in studies that still call into question a student centered approach (Garrett 2008;Sawant and Rizvi 2015;Jacobs et al 2016).…”