IJAR.2019.102
Type of Article: Original
Volume 7; Issue 1.3 (March 2019)
Page No.: 6292-6297
DOI: https://dx.doi.org/10.16965/ijar.2019.102
DISSECTION: BEFORE OR AFTER LECTURE IS EFFECTIVE IN TEACHING ANATOMY: PERCEPTION OF UNDERGRADUATE MEDICAL STUDENTS
Siva Sree Ranga. M.K.
Associate Professor, Department of Anatomy, Sree Mookambika Institute of Medical Sciences, Kulasekharam, India.
Corresponding author: Dr.Siva Sree Ranga.M.K; Siva Sree Sadanam, Vellarada, Thiruvanathapuram District, Kerala, India. E-Mail: dr.sivasreeranga@gmail.com
ABSTRACT:
Background: In Undergraduate Medical Education, understanding Anatomy is the basic step for studying other branches of Medical Science. Traditionally Gross Anatomy has been taught by lectures and cadaveric dissection. Currently no particular format is being followed in understanding Anatomy using Lecture classes and Dissection of particular organ or body area. This research work has been planned to find the more effective method of teaching/learning Gross Anatomy using lecture and cadaveric dissection.
Objectives: 1. To compare ‘Lecture after cadaveric Dissection’ of body parts and ‘Dissection after Lecture’ as an effective method for comprehension of Anatomy 2. To find the perception of the study participants regarding Lecture after cadaveric dissection and dissection after lecture as a better method for understanding Anatomy
Methodology: Quasi experimental study was conducted among MBBS Students of 2016 batch posted in the department of Anatomy, Dr.SMCSI Medical College, Karakonam, Thiruvananthapuram district, Kerala, India during the period of 5 months from April 2018. Post procedural test scores for ‘Dissection after Lecture’ was compared with that for ‘Lecture after Dissection’. Perception of the study participants on the two learning procedures was studied by a Likert-type questionnaire
Results: Post procedural test scores were calculated and compared between ‘Dissection after Lecture’ and ‘Lecture after Dissection’ using Unpaired ‘t’ test. ‘Lecture after dissection’ was found to be a better method than Dissection after Lecture (’t’ 39.536;26.128; P < 0.001) in teaching/learning Anatomy. Students felt that the method of ‘Lecture after Dissection’ helped in better Cognitive gain, Easiness in learning, Retention of memory, Drawing diagrams, and in Securing higher marks.
Conclusion: ‘Lecture after dissection’ was found to show higher post procedural test scores than ‘Dissection after Lecture’ and this difference was statistically significant. Perception of the study participants about the two learning methods was studied and ‘Lecture after dissection’ was found to be the better teaching learning method that reflected positive perceptions.
Key words: Cadaveric Dissection, Lecture, Perception.
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