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Structured problem-related anatomy demonstrations: making order of random teaching events
Marwan F Abu-Hijleh1, Manoj Chakravarty, Qasim Al-Shboul
1Department of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf University, P.O. Box 22979, Manama, Kingdom of Bahrain. marwanah@agu.edu.bh
Teaching and Learning in Medicine
|February 5, 2005
Summary
Structured Problem-Related Anatomy Demonstrations improved medical student satisfaction and confidence without impacting exam performance. This new teaching method also benefits faculty by allowing more quality time for teaching and research.
Area of Science:
- Medical Education
- Anatomy Instruction
Background:
- A new teaching method, Structured Problem-Related Anatomy Demonstrations, was implemented to replace need-based instruction.
- Need-based instruction involved students individually or in small groups meeting with faculty to address anatomy challenges.
Purpose of the Study:
- To evaluate the impact of Structured Problem-Related Anatomy Demonstrations on medical student learning and satisfaction.
- To assess the effect on faculty time allocation for teaching and research.
Main Methods:
- Students were divided into groups and rotated through stations, each led by a faculty member demonstrating anatomy related to weekly health problems.
- A 5-point scale questionnaire assessed 176 third- and fourth-year medical students' perceptions of the new method.
Main Results:
- End-of-unit examination performance was not statistically significantly affected by the new method.
- Students reported high satisfaction (4.54 +/- 0.58) and positive perceptions of organization, knowledge, integration, and skills.
- Faculty reported increased control over schedules and more quality time for teaching and research.
Conclusions:
- The new anatomy demonstration method enhances student satisfaction and confidence while maintaining academic performance.
- This structured approach offers benefits for faculty, improving their time management and focus on teaching and research.