Type of Article:  Original Research

Volume 7; Issue 1.1 (January 2019)

Page No.: 6075-6082

DOI: https://dx.doi.org/10.16965/ijar.2018.409


Rajprasath. R *1, Dinesh Kumar. V 2, Gunasegaran JP 3.

*1 Assistant Professor, Department of Anatomy, Pondicherry Institute of Medical Sciences, Puducherry, India.

2 Assistant Professor, Department of Anatomy, JIPMER, Puducherry, India.

3 Professor, Department of Anatomy, Pondicherry Institute of Medical Sciences, Puducherry, India.

Address for Correspondence: Dr. Rajprasath. R, Assistant Professor, Department of Anatomy, Pondicherry Institute of Medical Sciences, Puducherry, India. E-Mail: rajprasathanat@gmail.com


Introduction: Anatomy, being a highly visual and dynamic-experiential course, favours video based teaching to a larger extent. On the other hand, preparing a gross anatomy video is challenging, considering the cognitive load it imposes.

Aim:  To investigate the utility and acceptance of video-based learning approach among the first year medical students and its optimal curricular implementation.

Materials and Methods: In this pilot initiative, we designed a two-stage revision method in head and neck regional anatomy teaching. To reinforce gross anatomy knowledge, we displayed the videos prepared by us in concordance with the learning objectives. We conducted a questionnaire based survey to determine the effects of these videos on anatomy learning. Descriptive statistical analysis was used to quantify the received responses.

Results:  Out of 100 students, who gave feedback on voluntary basis, 48 students agreed and 24 strongly agreed that the videos were adequately representing the structures they have seen in the dissection hall. 40 students felt that displaying the structures along with description provided by the teacher after completion of dissection of that region, has affected their positive learning. 28 agreed and 21 strongly agreed that the videos helped them in repeating and reinforcing the structures. 79 students agreed that the quality of the video demonstrated were good to appreciate the structures and 91 students accepted to extend the video-based demonstration to other regions of gross Anatomy as well.

Conclusion: Incorporating videos would contribute to the success of a subset of students by reinforcing gross anatomy learning. We suggest that developing user friendly videos which maintains optimal cognitive load is critical in enhancing student engagement and knowledge retention.

Keywords:  gross anatomy videos, cognitive load, blended learning, and dissection hall.


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Cite this article: Rajprasath. R, Dinesh Kumar. V, Gunasegaran JP. EVALUATING THE UTILITY OF GROSS ANATOMY INSTRUCTIONAL VIDEOS IN DISSECTION HALL: A PILOT OBSERVATIONAL STUDY. Int J Anat Res 2019;7(1.1):6075-6082. DOI: 10.16965/ijar.2018.409