Type of Article:  Original Research

Volume 7; Issue 4.2 (November 2019)

Page No.: 7127-7131

DOI: https://dx.doi.org/10.16965/ijar.2019.319


Gyata Mehta *1, Varsha Mokhasi 2, Swapnali Shamkuwar 3.

*1 Associate professor, Department of Anatomy, Vydehi institute of Medical Sciences & Research Centre, #82 EPIP area, Whitefield Bangalore, Karnataka, India.

2 Professor & HOD, Department of Anatomy, Vydehi institute of Medical Sciences & Research Centre, #82 EPIP area, Whitefield Bangalore, Karnataka, India.

3 Associate professor, Department of Anatomy, Akash Institute of Medical Sciences& Research Centre, Near Kempegowda International Airport, Devanhalli Bangalore, Karnataka, India.

Corresponding Author: Dr Gyata Mehta, Associate professor, Department of Anatomy, Vydehi institute of Medical Sciences & Research Centre, #82 EPIP area, Whitefield Bangalore 560066, Karnataka, India. Mobile no- 9663510832 E-Mail: drgyatamehta@gmail.com


Background: Embryology forms an important part of Anatomy in medical curriculum. As a subject it is difficult for the first year students. The aim of the study was to make the subject simple, to inculcate interest and to reach to different types of learners as possible and to assess the effect of various teaching methods on learning.

Methods: First year medical students were taught Embryology using different methods over one academic year by one faculty member. In addition to black board and power point as the main methods of teaching, supplementary methods like videos, props, models, handouts & quiz were also used. These were compared on different parameters of teaching-learning process like conceptual understanding, recollection & long term memory, reproducibility & writing in exam, structure and sequence of events, drawing of diagrams, clinical application, overall effectiveness and fun in the process of learning. A comparison of different methods of teaching was done in the form a written feedback questionnaire.

Results: It was observed that 73.9% students preferred Black board, 21.73% preferred Power point and 4.34% opted for videos as the choice of method. The study also revealed that 76.08% of students preferred a combination of different methods for the embryology lectures, where as 15.21% preferred only Black Board, 6.52% preferred only Power Point and 2.17% of students preferred only Videos as the method for learning Embryology.

Most of the parameters of teaching Embryology were better fulfilled by black board method specially drawing of diagrams (82.60% students). However for clinical application of the subject, power point (50.43% students) was preferred. The students’ response revealed that Quiz was a fun loving method of learning (40%students), whereas (31.3%students) enjoyed videos on Embryology. The overall effectiveness of Black board was found to be (60.86%), Power point (18.2%), Videos (8.69%), Props (4.34%), Quiz (3.47%), Handouts (2.6%) and Models (1.73%).

Conclusions: A multi-modal approach was made to facilitate and enhance the learning process of the subject. The study revealed that blackboard was the most valued method for teaching-learning Embryology.

Key words: Embryology, teaching-learning process, various methods, written feedback.


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Cite this article: Gyata Mehta, Varsha Mokhasi, Swapnali Shamkuwar. LEARNING EMBRYOLOGY: FUN OR FEAR? STUDENTS’ PERSPECTIVE. Int J Anat Res 2019;7(4.2):7127-7131. DOI: 10.16965/ijar.2019.319