South-East Asian Journal of Medical Education

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Browsing South-East Asian Journal of Medical Education by Subject "anatomy"

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    Keyword Based Learning (KBL): a novel teaching/learning strategy.
    (2012-12) Satheesha, Nayak B; Soumya, K V
    In Medical Education today, the focus is mainly on the “student-centred” teaching/learning strategies. We tried a novel, teaching/learning strategy called ‘keyword based learning’ for first year medical students. The strategy is characterized by giving a series of keywords to students and asking them to learn the related topic and arrive at the learning objectives related to the keywords given. Student feedback was collected and 80% of the students were positive about this strategy.
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    Living anatomy in the 21st century: how far can we go.
    (South East Asia Regional Association for Medical Education., 2008-12) Ganguly, Pallab K; Chan, Lap Ki
    Living anatomy, defined as the anatomy revealed on living humans, is gaining importance in modern anatomy education, and has even been considered to replace cadaver-based anatomy study. We discussed the modalities through which living anatomy can be studied and explore the feasibility of using them to replace cadaver-based anatomy. We believe that the study of anatomy via the three main modalities of living anatomy, namely, surface anatomy, medical imaging and surgical procedures, rely on a foundation of sound knowledge of the three-dimensional anatomy. While a cadaver is still the best study material for the construction of a three-dimensional image of human anatomy, considering the pressure to reduce the hours geared towards anatomy education, education in anatomy in 21st century must be revolutionized to utilize the state-of–the-art modalities to formulate a contemporary anatomy course. Such modalities allow students to carry on self –directed learning, leading to a positive outcome in anatomy education. The problem arises if we have to incorporate more living anatomy, the time necessary for dissection needs to be minimized or compromised. We sincerely believe that the time has come to address this issue in the anatomy curriculum.
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    “Passing the Parcel” Game in a broken lecture: a classroom strategy.
    (South East Asia Regional Association for Medical Education., 2012-12) Nayak, Satheesha; Soumya, K V
    Lecture method is a popular method of imparting knowledge. Long lectures may be boring and sleep inducing. We tried a simple strategy to keep the students awake and alert during lecture classes. One hour lecture class was broken into four segments and a “passing the parcel” game was incorporated in between the four segments of the lecture. In this activity, the most important points of the day’s lecture were told by the lecturer to the students sitting in two corners of the class and the students were asked to tell it to the next student. Passing of the information continued till it reached everyone in the class. The positive feedback by the students indicated that they enjoyed these lectures. The exam scores of the questions related to the information passed from one student to the other were significantly higher compared to the scores of questions on other topics.
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    Pre and post-lecture test scores for assessment of short term effectiveness of didactic lectures in anatomy and as a predictor for performance in summative evaluation.
    (2012-06) Shankar, Nachiket; Vallabhajosyula, Ranganath
    Introduction: Didactic lectures play an important role as a method of student instruction in anatomy in India. The aims of the present study were to quantify whether students' derived any short term benefit from didactic lectures and to assess whether their performance in tests based on the lecture was a good indicator of their performance at the end of the year university examinations. Method: A total of eight theory classes, four each on embryology and gross anatomy, for sixty first year undergraduate medical students were conducted. At the beginning of each class, the students were administered a pre-lecture test. The post-lecture test was administered after the lecture. Subsequently, the marks obtained by the students in the theory component of the end of the year university examination in anatomy were noted and used for further correlation analysis using Spearman’s correlation coefficient. Paired and unpaired t tests (2 tailed) were performed to check for significant differences in the pre and post-lecture test scores for each class. The mean scores in the pre and post-lecture test scores for each student over the eight classes were used in correlation analysis. Results: In all eight classes, the mean post-lecture test scores were significantly greater than the mean pre-lecture test scores. There was a significant positive correlation between mean post-lecture test scores and university exam scores. Conclusion: Tests incorporated into didactic lectures may be a useful method not only to improve students' benefit from lectures, but also to predict their performance in the theory component of the university examination.