Print this page Email this page Users Online: 685 | Click here to view old website
Home About us Editorial Board Search Current Issue Archives Submit Article Author Instructions Contact Us Login 


 
 Table of Contents  
LETTER TO THE EDITOR
Year : 2015  |  Volume : 28  |  Issue : 3  |  Page : 216-217

Enhancing learning in anatomy lectures


Department of Anatomy, ESI-PGIMSR and ESIC Medical College, Kolkata, West Bengal, India

Date of Web Publication11-Mar-2016

Correspondence Address:
Sanjib Kumar Ghosh
Department of Anatomy, ESI.PGIMSR and ESIC Medical College, Joka, Kolkata - 700 104, West Bengal
India
Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/1357-6283.178603


How to cite this article:
Ghosh SK, Chakraborty S. Enhancing learning in anatomy lectures. Educ Health 2015;28:216-7

How to cite this URL:
Ghosh SK, Chakraborty S. Enhancing learning in anatomy lectures. Educ Health [serial online] 2015 [cited 2020 Dec 3];28:216-7. Available from: https://www.educationforhealth.net/text.asp?2015/28/3/216/178603

Dear Editor,

Medical education in India typically consists of a traditional lecture-based curriculum. Accordingly, the anatomy teaching schedule for 1st-year undergraduate medical students consists of many hours of classroom-based lectures. During these lecture sessions, we observed that a significant number of the students were regularly absent from class, and among those present, most were not paying attention. In our assessment, these lecture hours were contributing little to the overall learning process in anatomy.

Our interaction with students outside teaching hours revealed that most who were skipping classes actually did so to study on their own. They stated that self-study suited the individualized style of learning. Moreover, it provides the freedom to choose the appropriate learning tool that would help them gain the necessary knowledge. We noted with great interest that students were using “unconventional” tools in their self-directed learning, which included online interactive structured modules, online discussion forums, interactive e-atlases, Wikipedia, YouTube videos, and Facebook pages dedicated to human anatomy education. Students who showed reluctance to pay attention in the class candidly admitted that they found the lectures boring and that they presented too much information in a short time, which they could not understand. They reported that attending lectures did not help them much in terms of learning, so they opted instead for self-study.

Analysis of the students' responses led us to believe that something was wrong with the basic design of the classroom activities during lectures. Accordingly, in early 2014, our medical school in Kolkata, India, shifted from “instructor-based teaching” to a “guidance-based approach” during lecture classes on the thorax. Our strategies in modifying the classroom are presented in [Table 1]. They acknowledged students' inclination toward self-directed learning, as consistent with adult learning principles,[1] and concentrated our efforts in helping students self-analyze and self-monitor their learning in the classroom.
Table 1: Strategies designed to enhance learning during anatomy lectures

Click here to view


Our efforts were based on constructivist learning principles [2] wherein learning is enhanced when new information (acquired in the classroom) is added to prior knowledge (gathered through self-study). Students, by their own admission, benefitted from the innovative approach in the classroom in terms of learning. This was also reflected in higher attendance during lectures and assessments of their performance.

Medical students skipping classroom teaching is an area of concern worldwide.[3] It does not necessarily imply students are learning less, as students increasingly opt for self-directed learning.[4] Therefore, anatomy teaching methods need to evolve to make the best use of classroom hours. However, before introducing significant modifications to the existing lecture classroom design, it is important to ensure that any change will, indeed enhance learning.[5]

 
  References Top

1.
Lindeman EC. The Meaning of Adult Education. A Classic North American Statement on Adult Education. Norman, OK: University of Oklahoma; 1926.  Back to cited text no. 1
    
2.
Shepard LA. The role of assessment in a learning culture. Educ Res 2000;29:4-14.  Back to cited text no. 2
    
3.
Marzuk PM. More about medical students' attendance at lectures. Acad Med 2013;88:149.  Back to cited text no. 3
    
4.
White C, Bradley E, Martindale J, Roy P, Patel K, Yoon M, et al. Why are medical students 'checking out' of active learning in a new curriculum? Med Educ 2014;48:315-24.  Back to cited text no. 4
    
5.
Goldberg H. Considerations for flipping the classroom in medical education. Acad Med 2014;89:696.  Back to cited text no. 5
    



 
 
    Tables

  [Table 1]


This article has been cited by
1 On the Need to Move Toward an Evidence-Based Athletic Training (EBAT)
Paul R. Geisler,Patrick O. McKeon,Jennifer M. Medina McKeon
Athletic Training Education Journal. 2017; 12(2): 81
[Pubmed] | [DOI]
2 Teaching Anatomy
Sanjib Kumar Ghosh
Academic Medicine. 2016; 91(10): 1331
[Pubmed] | [DOI]



 

Top
 
 
  Search
 
Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
Access Statistics
Email Alert *
Add to My List *
* Registration required (free)

 
  In this article
References
Article Tables

 Article Access Statistics
    Viewed1308    
    Printed22    
    Emailed0    
    PDF Downloaded215    
    Comments [Add]    
    Cited by others 2    

Recommend this journal