Teaching Musculoskeletal Module using dissection videos: feedback from medical students

Abstract

Background and Aims Over the last two decades many medical schools have been exploring alternatives to hands-on cadaver dissection in teaching anatomy. This study aimed at reporting medical students’ feedback on using dissection videos in teaching anatomy of the musculoskeletal system. Methods Dissection videos were used to teach the anatomy of the musculoskeletal system for third year medical students. At the end of the module, feedbacks from medical students were reported using a questionnaire designed for this purpose. Statistically valid responses were considered for 284 students. Results Around 60% of the students enjoyed learning anatomy by watching dissection videos but the majority - mostly non-Jordanian - thought that the duration of the videos should be shorter. 83% (236/284)of the students enjoyed the presence of an instructor to guide them through the video and 85% (241/284) wanted to discuss the content with the instructor after watching. Most of the students liked to have access to the videos at any time in an open lab policy. Only 23% (66/284) of the students - mostly Jordanian – were willing to completely replace cadaveric prosections with dissection videos. Most of the students found that dissection videos helped them to understand anatomy lectures in a better way and in memorizing anatomical details. A significantly higher percentage of Jordanian students preferred watching dissection videos at home and preferred dissection videos to replace traditional anatomy lab sessions. Conclusions In the light of our present findings, using dissection videos as a teaching method of anatomy was well received by students. However, it seemed that the students wanted dissection videos to be integrated with using cadaveric prosections rather than replacing them.

Dissection videos as a virtual veterinary anatomy peer learning tool: Trialled at the University of Tehran during the Covid‐19 pandemic

“…Students also mentioned increased motivation as an advantage of this strategy in the open-ended question. Similarly, in previous studies, motivation and satisfaction have been reported with peer teaching (Agius et al, 2018;Salomäki et al, 2014) and video dissection (DiLullo et al, 2006;Granger, 2004;Mustafa et al, 2021;Topping, 2014).…”

The STEAM learning performance and sustainable inquiry behavior of college students in China

“…In addition, several studies have confirmed that PEOU of technology is an important predictor of PU and is interlinked to influence individual technology acceptance ( Choi et al, 2021 ; Hong X. M. et al, 2021 ). For teacher education students, social media such as short videos are more resourceful, interactive, and timely ( Mustafa et al, 2021 ), making it easier for them to access appropriate learning resources from short video platforms, and they are also more willing to use short video resources in collaborative learning ( Moreno-Guerrero et al, 2020 ), thus laying the foundation for being lifelong learners in their future work. They are therefore better prepared to become lifelong learners in their future educational endeavors.…”

“…In addition, students’ self-efficacy is related to the PU and PEOU of technology ( Pan, 2020 ), through which learners can feel that technology is more useful and easier to use ( Nur and Joviando, 2021 ). As an important form of social media, short videos are more visible, more interactive, and richer resources to facilitate students’ learning ( Mustafa et al, 2021 ). Since teacher education students’ need more collaborative learning to achieve common learning goals in the learning process, if they can learn through the application of short videos in the collaborative learning process, it will not only improve their CS-E, but also be more beneficial for them to complete the corresponding collaborative learning and inquiry tasks ( Zheng et al, 2020 ).…”

“…In addition, social media is a good medium for science education, and the widespread use of social media such as short videos around the world not only breaks the barriers of time and space to attract people to view videos ( Choi et al, 2021 ), but also continues to expand learners’ information and vision with its diverse content, vivid images, and interactive experiences ( Mustafa et al, 2021 ). In China, with the continued growth of short video platform applications such as Douyin (TikTok), Kuaishou, Huoshanzhibo, and Little Red Book, the number of short video users in China was expected to reach 870 million by 2021 ( China Internet Network Information Center, 2021 ).…”

Engagement with video content in the blended classroom

“…They act as a precursor to active learning within the classroom [ 12 ] or laboratory environment [ 13–15 ], as an additional means of consolidating prior learning [ 16 ], a supplement to taught material [ 17 ], and a means of personalising assessment and feedback [ 18 , 19 ]. A recent study by Mustafa et al (2021), investigating the use of videos to teach anatomical dissections, highlighted students favour a blended approach and would not want videos to replace face-to-face instruction [ 20 ]. The potential of blended learning as a flexible, accessible, and digitally enabled model has created a wave of activity amongst higher education institutions (HEIs), resulting in a broad range of practices.…”