Student-Centered Learning in the Anatomy Laboratory: Medical Students' Perspective.

Abstract

The teaching of anatomy has for long been delivered through lectures and supplemented with laboratory sessions that are predominantly delivered by faculty members. In this study, we aimed to assess the benefits of medical students' student-centered learning (SCL) approach in the anatomy laboratory. First-year medical students were invited to participate in this study. Information about the study was provided to the students and informed consent was obtained. In one laboratory session, students were divided into groups and were provided with a list of structures that they need to identify on prosections using the available resources. This was followed by a faculty-led learning session (FLL) to identify the same list of structures. Students were then asked to complete a questionnaire at the end of the laboratory session evaluating the benefits of incorporating SCL into their learning. Anonymized data was collected and analyzed using Statistical Package for Social Scientist (SPSS). From the 86 registered students, 65 took part in this study. Medical students preferred FLL session when it comes to consolidating anatomical knowledge, remembering new anatomical knowledge, and developing in-depth understanding of anatomy and their ability to ask questions regarding challenging topics. Meanwhile, students' preferred SCL session when it comes to helping them stay focused, providing a more relaxed learning environment, enhancing communication with peers, and developing independent learning skills. In this study, we highlight the benefits of incorporating SCL in the anatomy laboratory complemented by FLL. With the clear benefits of SCL, further research is required to investigate the best way to integrate similar sessions in an anatomy laboratory and its impact on student performance.