Students as teachers in an anatomy dissection course

Area of Science:

• Veterinary Anatomy Education
• Cooperative Learning Strategies

Background:

• Traditional teaching methods may limit student engagement and active participation.
• Enhancing learning outcomes and student well-being requires innovative pedagogical approaches.

Purpose of the Study:

• To evaluate a cooperative group work method in a first-year veterinary anatomy dissection course.
• To assess the impact of peer-led teaching on student understanding and skill development.

Main Methods:

• Veterinary students participated in cooperative groups, rotating leadership roles to teach specific topographic regions.
• The curriculum covered major blood vessels, lymphatic system, and nerves within each region.

Main Results:

• Students reported comprehensive understanding of anatomical systems through regional exploration.
• Cooperative work facilitated equal workload distribution and peer support, though constructive criticism was lacking.
• While teaching was challenging for some, group work was generally supportive of learning.

Conclusions:

• Cooperative learning in anatomy dissection deepens subject matter comprehension and develops essential professional skills.
• Further instruction is needed to optimize group work dynamics, individual task management, and student self-regulation.
• Addressing challenges in open communication and guidance seeking is crucial for student success.