@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(2):95-99
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(2):95-99
Effective Methods on Teaching and Learning of Anatomy Course
ARTICLE INFO
Article Type
Original ResearchAuthors
Fahimi Manzari Sh. (1)Askarramaki Sh. (*)
Sam Sh. (2)
Pourghasem M. (3)
(*) Department of Radiology, Faculty of Para-medicine, Babol University of Medical Sciences, Babol, Iran
(1) Department of Radiology, Faculty of Para-medicine, Babol University of Medical Sciences, Babol, Iran
(2) Department of Social Medicine, Faculty of Medicine, Babol University of Medical Sciences, Babol, Iran
(3) Department of Anatomy, Faculty of Medicine, Babol University of Medical Sciences, Babol, Iran
Correspondence
Address: INo. 9, Aramesh Al., Sakhtsar 8 Al., Sakhtsar St., Ramsar, Iran.Phone: +981925225012
Fax: +982122064379
sheerinaskari@yahoo.com
Article History
Received: December 3, 2012Accepted: April 12, 2013
ePublished: June 7, 2013
ABSTRACT
Aims
Anatomy is one of the fundamental bases of medical science which its learning is essential for every student of different majors of medicine. Quality promotion of this course will not become possible unless by exact cognition of its elements. This study aimed to find the best method of teaching and most effective factors on teaching anatomy in student’s viewpoint.
Materials & Methods This descriptive study was performed in 2008-09 entry continuous bachelor students of para-medicine of Babol University of Medical Sciences by head-counting method. 167 students fill questionnaire and entered the study. Questionnaire used for collecting data was self-made and contained 15 questions about theoretical and practical teaching methods, lecturer’s assessment process and the effective factors for quality promotion of student’s learning such as physical circumstance of class, lecture time and seats arrangement. Data was analyzed by means of Pearson correlation and regression statistic tests in SPSS 18 software.
Findings in student’s view, reviewing theory lessons in practical class, U-form arrangement of seats in class, holding practical classes, end-course assessment by combinative methods, class quizzes and increasing time of classes, promoting teaching methods of lecturers, holding the anatomy classes in 8-10 AM and presenting the abstract subjects taught by lecturer on the end of each class had positive effect on anatomy learning.
Conclusion Using appropriate coeducational equipment and improving lecturer’s teaching skills can make a big step in the elevation of students learning in Anatomy lesson.
Materials & Methods This descriptive study was performed in 2008-09 entry continuous bachelor students of para-medicine of Babol University of Medical Sciences by head-counting method. 167 students fill questionnaire and entered the study. Questionnaire used for collecting data was self-made and contained 15 questions about theoretical and practical teaching methods, lecturer’s assessment process and the effective factors for quality promotion of student’s learning such as physical circumstance of class, lecture time and seats arrangement. Data was analyzed by means of Pearson correlation and regression statistic tests in SPSS 18 software.
Findings in student’s view, reviewing theory lessons in practical class, U-form arrangement of seats in class, holding practical classes, end-course assessment by combinative methods, class quizzes and increasing time of classes, promoting teaching methods of lecturers, holding the anatomy classes in 8-10 AM and presenting the abstract subjects taught by lecturer on the end of each class had positive effect on anatomy learning.
Conclusion Using appropriate coeducational equipment and improving lecturer’s teaching skills can make a big step in the elevation of students learning in Anatomy lesson.
CITATION LINKS
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[3] Backhouse KM, Hutchings RT. A color atlas of surface anatomy clinical and applied. London: Wolfe Medical Publisher; 1986.
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[8] Allen SS, Roberts K. An integrated structure function module for first year medical students: Correlating anatomy, clinical medicine and radiology. Med Educ. 2002;36(11):1106-7.
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[10]2001;6(23):26-31. [Persian] 10- Mehdizadeh M, Haghir H, Joghtai MT, Shayan SH. Educational needs and practical skills of master anatomy students considering the needs of the community. Iran J Med Educ. 2004;2(4):85-93. [Persian]
[11] Richards P. Starting medicine: The basic medical sciences course. Learn Med. 1983;287:597-8.
[12] Campanella LM, Bloch H, Gang M, Rennie W, Ort V. A review of clinically relevant human anatomy in emergency medicine. J Emerg Med. 2005;29:347-52.
[13] Pourghasem M, Sum S. Practical anatomy as an advance organizer for anatomy lectures: Effectiveness in learning facilitation for dental students. Iran J Med Educ. 2012;11(5):478-84. [Persian]
[14] Turney BW. Anatomy in a modern medical curriculum. Ann R Coll Surg Engl. 2007;89:104-7.
[15] Ghorbani A. Grey's anatomy learning effectiveness in detecting anatomical structures [dissertation]. Isfahan: Isfahan University of Medical Sciences Publication; 2009. [Persian]
[16] Adibi I. Teaching integrated course of physical examination and trunk anatomy to second year medical students. Iran J Med Educ. 2006;6(1):7-14.
[17] Taghavi MM. Evaluation of medical student's learning of anatomical subjects by using a compound method and in comparison with traditional method. J Iran Anat Sci. 2011;9(35):169-77.
[18]Atlassi MA, Naderian H, Moosavi SGA. Effect of anatomy practice background on quality of anatomy education. Kashan Univ Med Sci Health Serv. 2000;4(15):17-22. [Persian]
[19] Khalatbary A, Tamjidipoor A. Comparing the effects of theory-practice and practice-theory methods of teaching anatomy on student learning and satisfaction. Pajouhesh J. 2011;34(4):209-13.
[20] American Association of Clinical Anatomists. Clinical anatomy and the physical examination part I: Thorax, abdomen perineum and pelvis. Clin Anat. 2001;14(5):332- 48.
[21] Boon JM, Meiring JH, Richards PA, Jacobs CJ. Evaluation of clinical relevance of problem-oriented teaching in undergraduate anatomy at the university of Pretoria. Surg Radiol Anat. 2001;23(1):57-60.
[22]Boon JM, Meiring JH, Richards PA. Clinical anatomy as the basis for clinical examination: Development and evaluation of an introduction to clinical examination in a problem-oriented medical curriculum. Clin Anat. 2002;15(1):45-50.
[2] Holla SJ, Selvaraj KG, Isaac B, Chandi G. Significance of the role of self-study and group discussion. Clin Anat. 1999;12(4):277-80.
[3] Backhouse KM, Hutchings RT. A color atlas of surface anatomy clinical and applied. London: Wolfe Medical Publisher; 1986.
[4] Siabani S, Moradi MR, Siabani H, Rezaei M, Siabani S, Amolaee Kh, et al. Students view points on the educational problems in medical school of Kermanshah university of medical sciences, 2007. Behbood J. 2009;13(2):162-71. [Persian]
[5] Reidenberg JS, Laitman JT. The new face of gross anatomy. Anat Rec. 2002;269(2):81-8.
[6] Mohammadi M. Review of the viewpoints of the faculty members of Tehran university of medical sciences on the current problems in educational programming at the university. Iran J Med Edu. 2002;7:116-20. [Persian]
[7] Antepohl W, Herzig S. Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study. Med Educ. 1999;33(2):106- 13.
[8] Allen SS, Roberts K. An integrated structure function module for first year medical students: Correlating anatomy, clinical medicine and radiology. Med Educ. 2002;36(11):1106-7.
[9] Roozbehi A, Fararooei M, Almasi S. A study comparing the effect of educational video films with computer CDs on teaching anatomy to medical students. Yasuj Univ Med Sci J. 2001;6(23):26-31. [Persian]
[10]2001;6(23):26-31. [Persian] 10- Mehdizadeh M, Haghir H, Joghtai MT, Shayan SH. Educational needs and practical skills of master anatomy students considering the needs of the community. Iran J Med Educ. 2004;2(4):85-93. [Persian]
[11] Richards P. Starting medicine: The basic medical sciences course. Learn Med. 1983;287:597-8.
[12] Campanella LM, Bloch H, Gang M, Rennie W, Ort V. A review of clinically relevant human anatomy in emergency medicine. J Emerg Med. 2005;29:347-52.
[13] Pourghasem M, Sum S. Practical anatomy as an advance organizer for anatomy lectures: Effectiveness in learning facilitation for dental students. Iran J Med Educ. 2012;11(5):478-84. [Persian]
[14] Turney BW. Anatomy in a modern medical curriculum. Ann R Coll Surg Engl. 2007;89:104-7.
[15] Ghorbani A. Grey's anatomy learning effectiveness in detecting anatomical structures [dissertation]. Isfahan: Isfahan University of Medical Sciences Publication; 2009. [Persian]
[16] Adibi I. Teaching integrated course of physical examination and trunk anatomy to second year medical students. Iran J Med Educ. 2006;6(1):7-14.
[17] Taghavi MM. Evaluation of medical student's learning of anatomical subjects by using a compound method and in comparison with traditional method. J Iran Anat Sci. 2011;9(35):169-77.
[18]Atlassi MA, Naderian H, Moosavi SGA. Effect of anatomy practice background on quality of anatomy education. Kashan Univ Med Sci Health Serv. 2000;4(15):17-22. [Persian]
[19] Khalatbary A, Tamjidipoor A. Comparing the effects of theory-practice and practice-theory methods of teaching anatomy on student learning and satisfaction. Pajouhesh J. 2011;34(4):209-13.
[20] American Association of Clinical Anatomists. Clinical anatomy and the physical examination part I: Thorax, abdomen perineum and pelvis. Clin Anat. 2001;14(5):332- 48.
[21] Boon JM, Meiring JH, Richards PA, Jacobs CJ. Evaluation of clinical relevance of problem-oriented teaching in undergraduate anatomy at the university of Pretoria. Surg Radiol Anat. 2001;23(1):57-60.
[22]Boon JM, Meiring JH, Richards PA. Clinical anatomy as the basis for clinical examination: Development and evaluation of an introduction to clinical examination in a problem-oriented medical curriculum. Clin Anat. 2002;15(1):45-50.