{"id":1779,"date":"2019-03-05T15:01:28","date_gmt":"2019-03-05T15:01:28","guid":{"rendered":"http:\/\/www.ijmhr.org\/IntJAnatRes\/?page_id=1779"},"modified":"2019-03-05T15:01:28","modified_gmt":"2019-03-05T15:01:28","slug":"ijar-2019-102","status":"publish","type":"page","link":"https:\/\/www.ijmhr.org\/IntJAnatRes\/ijar-2019-102","title":{"rendered":"IJAR.2019.102"},"content":{"rendered":"
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<\/i> Table of Contents<\/span><\/a><\/div><\/div><\/div><\/div>\n

Type of Article:<\/strong>\u00a0\u00a0Original<\/h3>\n

Volume 7; Issue 1.3 (March 2019)<\/strong><\/h3>\n

Page No.:<\/strong>\u00a06292-6297<\/h3>\n

DOI:\u00a0<\/strong>https:\/\/dx.doi.org\/10.16965\/ijar.2019.102<\/h3>\n

DISSECTION: BEFORE OR AFTER LECTURE IS EFFECTIVE IN TEACHING ANATOMY: PERCEPTION OF UNDERGRADUATE MEDICAL STUDENTS<\/h3>\n

Siva Sree Ranga. M.K.<\/strong><\/p>\n

Associate Professor, Department of\u00a0 Anatomy, Sree Mookambika Institute of Medical Sciences, Kulasekharam, India.<\/strong><\/p>\n

Corresponding author<\/strong>: Dr.Siva Sree Ranga.M.K; Siva Sree Sadanam, Vellarada, Thiruvanathapuram District, Kerala, India. E-Mail<\/strong>: dr.sivasreeranga@gmail.com<\/p>\n

ABSTRACT:<\/strong><\/p>\n

Background: <\/strong>In Undergraduate Medical Education, understanding\u00a0 Anatomy is the basic step\u00a0 for studying other branches of Medical Science. Traditionally Gross Anatomy\u00a0 has been taught by lectures and cadaveric dissection. Currently no particular format is being followed in understanding \u00a0Anatomy using\u00a0 Lecture classes and Dissection of particular organ or body area. This research work has been planned to find the more\u00a0 effective method of teaching\/learning Gross Anatomy using lecture and cadaveric dissection.<\/p>\n

Objectives: <\/strong>1. To compare\u00a0 \u2018Lecture after cadaveric Dissection\u2019 of body parts\u00a0 and\u00a0 \u2018Dissection after Lecture\u2019 as an effective method\u00a0 for\u00a0 comprehension of Anatomy 2. To find the perception of the study participants regarding Lecture after cadaveric dissection\u00a0 and dissection after lecture as\u00a0 a better method\u00a0 for\u00a0 understanding Anatomy<\/p>\n

Methodology:<\/strong> Quasi experimental \u00a0study\u00a0 was conducted among MBBS Students of 2016 batch posted in the department of Anatomy, Dr.SMCSI Medical College, Karakonam, Thiruvananthapuram district, Kerala, India\u00a0 during the period of 5 months from\u00a0 April\u00a0 2018.<\/strong> Post procedural\u00a0 test scores\u00a0 for \u2018Dissection after Lecture\u2019\u00a0 was compared with that for \u00a0\u2018Lecture after Dissection\u2019. Perception\u00a0 of the study participants\u00a0 on the two learning procedures was\u00a0 studied by a Likert-type questionnaire<\/p>\n

Results:<\/strong> Post procedural\u00a0 test scores were calculated and compared between \u2018Dissection after Lecture\u2019\u00a0 and \u00a0\u2018Lecture after Dissection\u2019 using\u00a0 Unpaired\u00a0 \u2018t\u2019 test. \u2018Lecture after dissection\u2019 was found to be a better method than Dissection after Lecture (\u2019t\u2019 39.536;26.128; P < 0.001) in teaching\/learning Anatomy. Students felt\u00a0 that the method of\u00a0 \u2018Lecture\u00a0 after Dissection\u2019\u00a0 helped in better Cognitive gain, Easiness in learning, Retention of memory, Drawing diagrams, and in Securing higher marks.<\/p>\n

Conclusion:<\/strong> \u2018Lecture after dissection\u2019 was found to show higher post procedural\u00a0 test scores than \u2018Dissection after Lecture\u2019 and this difference was\u00a0 statistically significant. Perception\u00a0 of the study participants about the two learning methods was \u00a0studied and \u2018Lecture after dissection\u2019 was found\u00a0 to be the\u00a0 better teaching learning method\u00a0 that reflected positive perceptions.<\/p>\n

Key words<\/strong>: Cadaveric Dissection, Lecture, Perception.<\/p>\n

REFERENCES<\/strong><\/p>\n

    \n
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  15. MacKenzie L. Occupational therapy students as peer assessors in viva examinations.\u00a0Assess Eval High Educ.\u00a02000;25: 135\u2013147.<\/li>\n<\/ol>\n

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    \n \t Cite this article:<\/strong><\/span> Siva Sree Ranga. M.K. DISSECTION: BEFORE OR AFTER LECTURE IS EFFECTIVE IN TEACHING ANATOMY: PERCEPTION OF UNDERGRADUATE MEDICAL STUDENTS. Int J Anat Res 2019;7(1.3):6292-6297.\u00a0DOI:\u00a0<\/strong>10.16965\/ijar.2019.102\u00a0 \n <\/div>\t\n\t\t\n","protected":false},"excerpt":{"rendered":"

    Type of Article:\u00a0\u00a0Original Volume 7; Issue 1.3 (March 2019) Page No.:\u00a06292-6297 DOI:\u00a0https:\/\/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\u00a0 Anatomy, Sree Mookambika Institute of Medical Sciences, Kulasekharam, India. Corresponding author: Dr.Siva Sree Ranga.M.K; Siva Sree Sadanam, Vellarada, Thiruvanathapuram District,
    + Read More<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.ijmhr.org\/IntJAnatRes\/wp-json\/wp\/v2\/pages\/1779"}],"collection":[{"href":"https:\/\/www.ijmhr.org\/IntJAnatRes\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ijmhr.org\/IntJAnatRes\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ijmhr.org\/IntJAnatRes\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ijmhr.org\/IntJAnatRes\/wp-json\/wp\/v2\/comments?post=1779"}],"version-history":[{"count":1,"href":"https:\/\/www.ijmhr.org\/IntJAnatRes\/wp-json\/wp\/v2\/pages\/1779\/revisions"}],"predecessor-version":[{"id":1780,"href":"https:\/\/www.ijmhr.org\/IntJAnatRes\/wp-json\/wp\/v2\/pages\/1779\/revisions\/1780"}],"wp:attachment":[{"href":"https:\/\/www.ijmhr.org\/IntJAnatRes\/wp-json\/wp\/v2\/media?parent=1779"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}