Abstract
Substantial knowledge in human anatomy is the premise for constructing lifelong effective exercise programs in public health. The level of public awareness of the basic structure of the human body remains low for years and continues to be a challenge for trainees. The traditional teaching approach in anatomy studies utilizes inductive methodology, where body parts of the structure are taught separately, which might be productive for medical students. Teaching anatomy in nonmedical programs like physical education (PE), however, intends for a holistic understanding of the subject to accentuate functional anatomy, which differs from its classical medical programs purely structural comprehension. Consequently, we suggested that a deductive rather than an inductive form of teaching anatomy in PE might bring the difference and ease the studying process. To statistically analyze this hypothesis traditionally utilized in the PE inductive educational approach for anatomy study was compared with the newly introduced deductive form of teaching through retrospective evaluation of student's exam results. Exam scores of 1167 first-year students were divided into population and sample groups. The former included 1055 exam results of students previously taught by inductive methodology, whereas the latter consisted of 114 students' exam results after the deductive presentation of anatomy. The comparative analysis made by t-test for population-sample groups demonstrated significantly higher (p<0,001) exam scores in the sample group (40.1 ± 14.2 [95%CI 37.45-42.73]) comparing to the population group (34.5 ± 14.0 [95%CI 33.75-35.43]). The limited time of anatomy study and preliminary unawareness of human anatomy made the teacher-centered deductive approach in PE more effective.
Highlights
Physical activity was reported to reduce ... many chronic diseases and decrease the relative risk for death in the general population [2, 3, 4, 5, 6]
Substantial knowledge in human anatomy is the premise both for the general population to understand the importance of physical activity for health and instructors in physical education (PE) to construct lifelong effective exercise programs
– 2012 academic years, where the conventional inductive educational approach was applied, was 34.5±14.0 (95%CI, 33.66-35.34), whereas the exam result after the deductive educational approach in the intervention group comprised 40.1 ± 14.2 (95%CI, 37.47-42.73)
Summary
Physical activity was reported to reduce ... many chronic diseases and decrease the relative risk for death in the general population [2, 3, 4, 5, 6]. Students gather received information to create the whole picture of the body structure This approach looks beneficial for medical students since the process continuously underlines the morphological connection of separately learned body parts but can be less advantageous for nonmedical anatomy programs. The ability to create the whole picture of the working body from pieces of information obtained from an inductive form of presentation is often challenging in physical education when students do not have access to cadaver-based instruction and medical imaging technologies so far. Teaching anatomy in PE intends for a holistic understanding of the human body to accentuate functional anatomy, which differs from its classical purely structural comprehension This alternative educational approach considers separate body parts deducted from general principles of body composition and function. The purpose of the study is to define if the deductive approach for human anatomy presentation is more beneficial for PE students comparing to conventionally employed inductive methodology (Figure 1)
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