Experiences and effectiveness of multimodal approach in teaching Anatomy to medical students

Abstract

Introduction and Aim: Covering the Anatomy syllabus employing theory lectures followed by dissection might fail to transfer clinical concepts to 1st MBBS students. Eventually student’s motivation to learn Anatomy fades, as they struggle to relate current teaching with future practice. This pilot study was conducted to assess the effectiveness of selected approaches to promote learning; and generate interest in the study of anatomy among 1st MBBS students. Materials and Methods: This cross-sectional pilot study was conducted among small groups of 100 first MBBS students, who rated clinical case based approach, disclosure of learning objectives, weekly tests, peer assisted learning, model demonstrations, and student-led seminars using a 3-point Likert scale of ‘useful/no change/not useful’. Statistical analysis was done using chi-square test. Results: Out of 32 female and 14 male respondents, reported usefulness was 89% for weekly test; 86% for clinical case-based learning; 82% for model demonstrations; and 72% for disclosure of specific learning objectives. Peer assisted teaching learning was said to be useful by 80% of participants, while only 54.3% students perceived seminars as useful. Female respondents reported significantly greater usefulness for short tests, description of SLOs, peer learning, and student seminars compared to male respondents. There was no significant difference in reported usefulness between male and female respondents with respect to model demonstration and clinical case based learning. Conclusions: It is possible to improve student interest and learning in Anatomy through weekly tests; case-based learning of clinical anatomy; disclosure of SLOs prior to each learning encounter; and peer-assisted learning (PAL). Keywords: Case-based learning, Medical education, Model demonstration, Peer-assisted learning, Specific learning objectives, Student-led seminar.