Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

Abstract

Student engagement requires both a stimulating teaching style and provision of meaningfully learning activities involving student peer interactions. This study compares student engagement levels between two different styles and strategies for teaching first year anatomy: a stimulating (passionate) teaching style with active, self-directed experiential learning strategies versus a more traditional didactic teaching style and strategies. In 2008–2011, first-year JCU medicine and health science students undertaking anatomy were assessed using two cross-sectional comparative studies of all courses over consecutive years to investigate differences between the teaching approaches—a traditional didactic teaching style and strategies—and a stimulated, innovative teaching style with guided, self-directed strategies (n = 510; response rate = 79 %). A content analysis of an open-ended question, asking which aspect of the anatomy course had most benefit to learning, further illuminated findings. Students whom experienced a stimulating teaching style with active, self-directed experiential learning strategies rated engagement variables significantly higher (p < 0.05) than their counterparts experiencing a more traditional didactic teaching style and strategies, including overall enjoyment of anatomy; overall quality of anatomy learning experiences; general level of interest in anatomy teaching activities; importance of anatomy learning activities to later years of their course and future professional career; and overall level of interaction with both peers and teachers. Those experiencing the stimulating teaching style with active, experiential learning strategies also tended to prefer less structured learning and more self-directed learning. Stimulating teaching and active, experiential learning approaches in anatomy appears to produce students who are achieving desired learning outcomes, and who are also confident, pro-active, motivated, and self-directed learners.