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LEARNING EMBRYOLOGY: FUN OR FEAR? STUDENTS’ PERSPECTIVE
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Introduction: Crosswords have been used to complement medical education in a fun way, yet they were not used as a method for the evaluation of students´ performance. Objective: The aim of this study was to describe the development of crosswords and verify their validity as a method of performance evaluation in embryology. Materials and Methods: We used crossword based on subjects about stages of embryonic development with different levels of difficulty. To validate the crossword as the evaluation method of teaching, two evaluation methods were applied (the traditional and with crosswords, simultaneously) on students of Federal University of Piaui. The performance of students was analyzed with Pearson’s correlation coefficient and data were analyzed to check for normal distribution through the Shapiro-Wilk test with significance level of 0.05. The tests were performed on the BioEstat statistical software version 5.0. Results: As result a total of 28 students were evaluated. It was observed that the resulting score of both the traditional and crossword evaluation methods demonstrating normal distribution (p=0.4127 and p=0.7016, respectively), did not present vices and tendencies. The average scores were 7.1 ± 2.0 and 6.9 ± 1.7 for the traditional and crossword evaluation methods, respectively, showing statistically significant difference (p=0.0001; r=0.67), demonstrating a moderate Pearson’s correlation between the methods. Conclusion: In conclusion, crosswords may be used as supplementary material for teaching embryology. Also, crossword functioned as validated and reproducible method of performance evaluation that can be used in as alternative and/or complementary teaching of embryology or other disciplines in the medical field.
Objectives: An opinion regarding curriculum, teaching methodology & assessment techniques in anatomy was taken from the first year MBBS students at People’s College of Medical Science & Research Centre, Bhopal with specially designed questionnaire.
Materials and Method: Input from the students were collected from the 129 MBBS students of 2013-14 batch who completed first year MBBS. It was done by using a specially designed questionnaire comprising of points relating to the curriculum, teaching methodology and assessment techniques used at People’s College of Medical Science and Research Centre, Bhopal for its effectiveness and capacity to meet specific objectives need.
Results: Majority of the students feel the curriculum can be taught in present one year duration. The best method of learning is the chalkboard and dissection hall teaching. Students agreed for multimedia teaching methods for better understanding. Majority students opined that the best method of assessment is part ending tests. Students favoured descriptive & short essay questions with MCQ as examination pattern. Use of visual aids is the best solutions for problems in histology and embryology. Students favoured teacher’s notes as a best source of study material. Majority felt that class attendance and internal assessment both considered for allowing students to appear for university examination.
Conclusion: The study concluded that chalkboard teaching and dissection hall teaching would be the best approach for Anatomy teaching and learning and the best method of assessment is part ending tests.
Introduction: Animations are the best suited to convey and create an impact of an idea or concept in media business. Animations are sequential frames of pictures shown across this fourth dimension, namely "time." Cartoons are the best examples of animations; needless to say, animations grab the attentions of every one. Animations can also be effectively used in medical education especially in teaching human embryology. It communicates of a concept of three-dimensional structures against one more dimension, namely time. However, to create a module of animation, knowledge, and operative skills of animation software like Flash® , Author ware® , Macromedia® or other high-ended software is necessary. Aim: To design simple, user-friendly and easy to make an effective animation using one of the office tools of Windows® , Power Point® . Materials and Methods: A personal computer with following configuration was used. Pentium III processor with 1.3 Gz speed, 40 GB HDD, 128 MB RAM, with multimedia kit, key pad, and scroll mouse was used. Programs used were Power Point® and MS Paint® . A screen play of sequences of diagrams was written. Frames consisting of diagrams of stages of development were drawn in MS Paint® , and were pasted in PowerPoint slides and animation tool was applied. Previewing was done at every stage. Results: Stages of development of storyboard have been shown as print screen images, 1-6. Conclusion: Emphasis is that such simple animations can be easily made. It is cheap and does not require any sophisticated software. However, it is time consuming but can be taken up as phased assignments or can be given as undergraduate student projects. This will certainly help to build teaching material in the department.
Background
Embryology finds itself jostling for precious space in the crowded medical curriculum, yet remains important for helping students understand birth defects. It has been suggested that teaching embryology through clinical scenarios can increase its relevance and interest. The aim of this research was to determine the attitudes of final-year medical students to learning embryology and whether clinical scenarios aid understanding. Methods
Final-year medical students undertaking their paediatric rotation in 2009 and 2010 were invited to attend an optional lecture on clinical embryology and participate in the research. In the lecture, three clinical scenarios were presented, in which the lecturer traced the normal development of a foetus and the abnormal development that resulted in a birth defect. Outcomes were assessed quantitatively using a paper-based survey. ResultsThe vast majority of students who valued embryology teaching in their medical programme thought it would assist them with clinical management, and believed learning through case scenarios helped their understanding. Students were divided in their beliefs about when embryology should be taught in the medical programme and whether it would increase their workload. Conclusion
Embryology teaching appears to be a valuable part of the medical curriculum. Embryology teaching was valued when taught in the clinical environment in later years of the medical programme. Students, clinicians and medical educators should be proactive in finding clinical learning opportunities for embryology teaching.
Recently, the curriculum and the educational methodologies associated with health sciences courses are being reviewed and adapted. Pre-clinical sciences, such as anatomy and embryology are as well subjected to those changes. In human embryology courses it is common to use models to represent the different phases of development to facilitate learning, since the students can see and touch the models, obtaining knowledge by analogies. The purpose of the present study was to investigate if the construction of models by the students during practical embryology classes would improve or facilitate their learning. One year after the classes, 60 students answered a questionnaire with nine objective questions, including spaces for suggestions and observations. The student's responses suggested that the construction of models contributed to their learning.
Human embryology requires students to understand the simultaneous changes in embryos, but students find it difficult to grasp the concepts presented and to visualise the related processes in three dimensions. The aims of this study have been to develop and evaluate new educational materials and a teaching methodology based on multimedia approaches to improve the comprehension of human development. The materials developed at the State University of Campinas include clinical histories, movies, animations, and ultrasound, as well as autopsy images from embryos and foetuses. The series of embryology lectures were divided into two parts. The first part of the series addressed the development of the body's structures, while in the second part, clinical history and the corresponding materials were shown to the students, who were encouraged to discuss the malformations. The teaching materials were made available on software used by the students in classes. At the end of the discipline, the material and methodology were evaluated with an attitudinal instrument, interviews, and knowledge examination. The response rate to the attitudinal instrument was 95.35%, and the response rate to the interview was 46%. The students approved of the materials and the teaching methodology (reliability of the attitudinal instrument was 0.9057). The exams showed that most students scored above 6.0. A multimedia approach proved useful for solving an important problem associated with teaching methods in many medical institutions: the lack of integration between basic sciences and clinical disciplines.
To encourage student participation in the learning process, the authors introduced a modified team based learning (TBL) method to cover two general embryology topics in the 1st year MBBS curriculum. The aim of this study was to evaluate students' perception of this method vis-à-vis the lecture method of teaching.
A questionnaire was used to survey and evaluate the perceptions of 1st year MBBS students at the Department of Anatomy at our medical college in India.
A total of eight classes were allotted to cover General Embryology. Six of these classes were conducted using the traditional didactic lecture method. Two topics were covered using the modified TBL method. Five teams of students were constituted, and each team was given handouts which contained basic factual material, four clinical case histories, and previous university exam questions from the topic. On the day of the session, these were discussed in the presence of the faculty facilitator. Students evaluated these sessions through a questionnaire.
A majority of students felt that the modified TBL sessions were better at fulfilling learning objectives (46 students, 85%), enabled better understanding (43 students, 79%), were more interesting (43 students, 81%), ensured greater student participation (51 students, 94%) and involved greater effort on the part of students (53 students, 98%), as compared to traditional teaching methods. Most of the students (43 students, 79%) opined that more such sessions should be organized in the future.
Responses from students show that the modified TBL classes could be utilized judiciously along with the traditional didactic lectures for teaching embryology.
Major national and international critiques of the medical curriculum in the 1980s noted the following significant flaws: (1) over-reliance on learning by rote memory, (2) insufficient exercise in analysis and synthesis/conceptualization, and (3) failure to connect the basic and clinical aspects of training. It was argued that the invention of computers and related imaging techniques called to question the traditional instruction based on the faculty-centered didactic lecture. In the ensuing reform, which adopted case-based, small group, problem-based learning, time allotted to anatomical instruction was severely truncated. Many programs replaced dissection with prosections and computer-based learning. We argue that cadaver dissection is still necessary for (1) establishing the primacy of the patient, (2) apprehension of the multidimensional body, (3) touch-mediated perception of the cadaver/patient, (4) anatomical variability, (5) learning the basic language of medicine, (6) competence in diagnostic imaging, (7) cadaver/patient-centered computer-assisted learning, (8) peer group learning, (9) training for the medical specialties. Cadaver-based anatomical education is a prerequisite of optimal training for the use of biomedical informatics. When connected to dissection, medical informatics can expedite and enhance preparation for a patient-based medical profession. Actual dissection is equally necessary for acquisition of scientific skills and for a communicative, moral, ethical, and humanistic approach to patient care. Anat Rec (New Anat) 269:20-32, 2002.
To examine the existence of perceived problem topics/concepts in anatomy, possible reasons for the problems and also student suggestions for alleviating the problems.
An open-ended questionnaire.
School of Anatomical Sciences, University of the Witwatersrand, Johannesburg, South Africa.
Two hundred and fifty nine second year medical students.
The questionnaire included identification of problem areas, reasons for problems and possible solutions.
The survey revealed a wide range of problem topics, with the majority being experienced in gross anatomy followed by histology and embryology. It was clear that the students experienced difficulties with 3-dimensional conceptualization and the visualisation of structures.
A variety of teaching aids may help in addressing this problem and encourage spatially oriented thinking, leading ultimately to an integrated and in-depth understanding of anatomy.
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