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Doing dissections differently: a structured, peer-assisted learning approach to maximizing learning in dissections.

Emma R Hall1, Rachel C Davis, Renate Weller

  • 1Department of Veterinary Basic Sciences, The Royal Veterinary College, University of London, London, UK.

Anatomical Sciences Education
|August 18, 2012
PubMed
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A new peer-assisted learning strategy, Doing Dissections Differently (DDD), improved veterinary students' perception of anatomy dissection classes. Students found anatomy more valuable and clinically relevant, though teamwork did not significantly improve.

Area of Science:

  • Veterinary Medicine Education
  • Anatomy Dissection Pedagogy
  • Peer-Assisted Learning

Background:

  • Veterinary students face learning challenges in anatomy dissection classes, stemming from general adult learning principles and specific anatomical complexities.
  • Existing dissection methods may not fully optimize student engagement or understanding of anatomical concepts and their clinical applications.

Purpose of the Study:

  • To design, implement, and evaluate a modified reciprocal peer-assisted/team-based learning format, Doing Dissections Differently (DDD).
  • To enhance veterinary students' learning and overall experience in anatomy dissection classes.
  • To address identified difficulties in anatomical learning and improve the perceived value and clinical relevance of dissection.

Main Methods:

  • A modified reciprocal peer-assisted/team-based learning format (DDD) was implemented, complementing standard dissection classes.

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  • 193 second-year veterinary medicine students were randomly assigned one of four roles (anatomist, clinician, radiologist, learning resources manager) within their dissection groups.
  • Student attitudes were assessed via questionnaire before and after the DDD intervention, focusing on perceived value, clinical relevance, resource utilization, and preparation time.

    • Main Results:

    • Significant improvements (P = 0.0001) were observed in the perceived value of dissection classes, appreciation of anatomy's clinical relevance, resource use, and preparation time.
    • No significant improvement was noted in students' perception of equitable peer contribution within groups.
    • Most students actively engaged with the DDD format, indicating increased overall value and utilization of dissection classes.

    Conclusions:

    • The Doing Dissections Differently (DDD) format effectively enhanced veterinary students' learning experience and engagement with anatomy dissection.
    • The intervention successfully increased the perceived value and clinical relevance of anatomy, alongside improved resource utilization and preparation.
    • While DDD highlighted potential areas for improving group dynamics and teamwork, it represents a valuable complementary approach to traditional dissection teaching.