Teaching Anatomy to Undergraduate Students

Sawant, Sharadkumar Pralhad; Rizvi, Shaheen

doi:10.16965/ijar.2015.172

Cited by 11 publications

(10 citation statements)

References 14 publications

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“…Traditionally, anatomy is considered as the foundation of medicine [1] but many students find it difficult owing to the complex 3D anatomical structure and low-spatial ability, which have led to many studies in anatomy education [1112]. Along with the development of a variety of smart devices, 3D anatomy applications such as Complete Anatomy, Human anatomy atlas, and Essential Anatomy have appeared.…”

Section: Discussionmentioning

confidence: 99%

The impacts of three-dimensional anatomical atlas on learning anatomy

2019

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Gross anatomy has traditionally been the foundation of medical education. Medical students have learned the structure of the human body through dissection, lecture, and textbooks. As tablets and three-dimensional (3D) applications are developed, 3D atlas applications are utilized in learning anatomy by medical students. The purpose of this research is to investigate the impacts of 3D atlas applications on students' understanding of gross anatomy. This research was targeted at medical students taking the Anatomy and Embryology class in 2017 and 2018, at Ewha Womans University. The correlation between use of 3D atlas and student's results on the Anatomy and Embryology test was analyzed. An open-book anatomy quiz was also carried out to analyze the correlation between the type of atlas each student refers to and the results of the quiz. Independent t test between groups did not show statistically significant difference in the results of the Anatomy and Embryology test. However, the group referring to 3D atlas showed significantly higher results on the simple questions of the open-book anatomy quiz ( P <0.05). In conclusion, 3D atlas is not very helpful in acquiring deep anatomical knowledge or memorizing the location of anatomical structures, but it can simply aid in the rapid identification of anatomical structures. Additionally, the 3D atlas will show good synergy with the two-dimensional atlas if used properly in anatomy education, because most students think it is useful to use the 3D atlas.

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Section: Discussionmentioning

confidence: 99%

The impacts of three-dimensional anatomical atlas on learning anatomy

2019

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“…Hence use of high end multimedia based teaching methods and advanced software systems is not economically feasible in these institutions. Similarly the use of expensive imaging modalities in teaching anatomy is not a realistic option (Sawant and Rizvi, ). Most of the faculty members are not familiar with the technical aspects of modern methods of teaching such as PBL and TBL.…”

Section: Current Scenario Of Dissection Based Anatomy Teaching In Devmentioning

confidence: 99%

“…This serves as an avenue for them to look into the education programs followed in the developed world (Ghosh and Biswas, ). An apparent contrast with the government funded medical schools is the scarcity of human cadavers, due to a lukewarm response towards voluntary body donation, which has resulted in cadaveric dissection taking a backseat in anatomy teaching in these institutions (Ajita and Singh, ; Rokade and Gaikawad, ; Sawant and Rizvi, ). The number of cadavers available for dissection being very few, most of the students do not get a chance to dissect the cadaver by themselves thus missing out on a unique experience in their medical career (Khan et al, ).…”

Section: Current Scenario Of Dissection Based Anatomy Teaching In Devmentioning

confidence: 99%

Cadaveric dissection as an educational tool for anatomical sciences in the 21st century

Ghosh

2016

Anatomical Sciences Ed

323

301

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Anatomical education has been undergoing reforms in line with the demands of medical profession. The aim of the present study is to assess the impact of a traditional method like cadaveric dissection in teaching/learning anatomy at present times when medical schools are inclining towards student-centered, integrated, clinical application models. The article undertakes a review of literature and analyzes the observations made therein reflecting on the relevance of cadaveric dissection in anatomical education of 21st century. Despite the advent of modern technology and evolved teaching methods, dissection continues to remain a cornerstone of anatomy curriculum. Medical professionals of all levels believe that dissection enables learning anatomy with relevant clinical correlates. Moreover dissection helps to build discipline independent skills which are essential requirements of modern health care setup. It has been supplemented by other teaching/learning methods due to limited availability of cadavers in some countries. However, in the developing world due to good access to cadavers, dissection based teaching is central to anatomy education till date. Its utility is also reflected in the perception of students who are of the opinion that dissection provides them with a foundation critical to development of clinical skills. Researchers have even suggested that time has come to reinstate dissection as the core method of teaching gross anatomy to ensure safe medical practice. Nevertheless, as dissection alone cannot provide uniform learning experience hence needs to be complemented with other innovative learning methods in the future education model of anatomy. Anat Sci Educ 10: 286-299. © 2016 American Association of Anatomists.

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“…It is felt that proper utilization of newer techniques with traditional learning methods will certainly enhance the understanding. 16 Jigsaw puzzle promote development and understanding of visual-spatial relationship. The visual cues form a mental picture of the problem and help in long term retention of memory.…”

Section: Discussionmentioning

confidence: 99%

Jigsaw puzzle to teach anatomy to first year MBBS students

et al. 2019

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Background: Anatomy provides a platform of knowledge indispensable to all the branches of medicine. Students have to learn many new concepts and tongue-twisting terminologies, making this subject difficult to comprehend. It has been seen that a range of innovative, proactive, simple, hands-on approach strategies can achieve maximum student engagement and help them learn. Aim is to take students from the traditional view of anatomy as a subject that require surface learning (rote learning, memorization) to one that can lead to deep learning through understanding. Keeping all this in mind a study was planned to develop an innovative method of teaching anatomy to 1st year MBBS students.Methods: The diagrams of sagittal and horizontal sections of the brain were selected, marked and cut into jigsaw pieces. Students were given an incomplete jigsaw puzzle and a set of questions. The answer to these questions helped them complete the puzzle. Perception of students who consented to participate in the study was noted.Results: Out of 98 students who participated in the study 61.2% wanted to participate in similar activities in future in anatomy and 57.1% felt that it helped them in understanding the topic. For 52.1% it was a useful self-learning tool and for another 48.9% students solving the puzzle was a challenging experience.Conclusions: Jigsaw puzzle is an efficient way for students to become engaged in their learning. It maximizes interaction and establishes an atmosphere of co-operation and respect for other students and improves learning.

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Teaching Anatomy to Undergraduate Students

Cited by 11 publications

References 14 publications

The impacts of three-dimensional anatomical atlas on learning anatomy

The impacts of three-dimensional anatomical atlas on learning anatomy

Cadaveric dissection as an educational tool for anatomical sciences in the 21st century

Jigsaw puzzle to teach anatomy to first year MBBS students

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