IJAR.2023.201
Type of Article: Original Research
Volume 11; Issue 4 (December 2023)
Page No.: 8729-8734
DOI: https://dx.doi.org/10.16965/ijar.2023.201
Role of Co-curricular Activities in Enhancing Conceptual Learning of Anatomy – An Undergraduate Perspective
C. Swathi Poornima *1, Mounika Tadi 2.
*1 Professor & Head, Department of Anatomy, Dr. Pinnamaneni Siddhartha Institute of Medical Sciences & Research Foundation, Chinnaoutapalli, Krishna District, Andhra Pradesh, India. ORCiD: 0009-0004-8649-4060
2 Tutor, Department of Anatomy, Dr. Pinnamaneni Siddhartha Institute of Medical Sciences & Research Foundation, Chinnaoutapalli, Krishna District, Andhra Pradesh, India.
Corresponding Author: Dr. C. Swathi Poornima, Professor & Head, Department of Anatomy, Dr. Pinnamaneni Siddhartha Institute of Medical Sciences & Research Foundation, Chinnaoutapalli, Krishna District, Andhra Pradesh, India. E-Mail: swathi79poornima@gmail.com
ABSTRACT
Introduction: Human anatomy deals with spatial orientation and organization of major systems of the body. Routine didactic lectures and dissection lab practical’s need to be supplemented with other learning modalities to enhance deeper and holistic approach towards the fabric of nature. Many educationists have provided surplus information regarding the use of one or few of the co-curricular activities in promoting learning in various fields of education. Literature is scarce on use of multiple co-curricular activities in the discipline of anatomy. The present study aims to ascertain the participation rate and explore the perspectives of phase-1 MBBS students on the role of cocurricular activities in conceptual learning of anatomy.
Methods: Study design: cross sectional study. Study participants and study area: 150 phase-1 MBBS students ‘of 2021 batch, study conducted in the department of anatomy at Dr. Pinnamaneni SIMS & RF. Sampling: convenience/purposive Data collection: online survey via google forms was collected from students who have participated in one or all the co-curricular activities. The co-curricular activities included video-making, seminars, model making, WhatsApp assessments, peer tutoring and tutored and student volunteering. The forms consisted of self-rating (5-point Likert scale) and close end questions. Data analysis: Responses in the form of agreements and disagreements of the students were analyzed in percentages for simplification of data.
Results: A total of 128 responses were received. Out of 128 students 75.8% participated in video-making,81.3 % in seminar presentations, 98.4% in model making,81.3% in WhatsApp assessments,76.6% tutored their peers,88.3% got tutored from their peers in turn.64 (50%) students participated as volunteers in anatomy state conference. Students feedback revealed a positive impact of all the above co-curricular activities in promoting conceptual learning in anatomy.
Conclusions: Blending of supplementary methods in learning can promote qualitative comprehension of anatomy in undergraduate students. Co-curricular activities enhance critical thinking and deeper understanding of subjects through healthy recreation in a stress-free environment.
Keywords: co-curricular activities, critical thinking, deeper learning, video-making, WhatsApp assessments.
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