Interactive Quiz-Based Anatomy Teaching for Medical Undergraduate Students

Area of Science:

• Medical Education
• Anatomy Pedagogy

Background:

• Anatomy requires significant information retention, necessitating interactive teaching methods.
• Traditional didactic lectures may be less effective than active learning approaches.

Purpose of the Study:

• To compare learning outcomes and student perceptions of didactic versus interactive quiz-based anatomy lectures.
• To evaluate the efficacy of novel teaching methodologies in anatomy education.

Main Methods:

• A study involving 200 first-year medical students divided into two groups.
• Group I received interactive quiz-based lectures; Group II received traditional didactic lectures.
• Pre- and post-tests and Likert scale feedback forms were used for assessment.

Main Results:

• Students in the interactive quiz-based group showed better post-test performance, though not statistically significant (p=0.233).
• Over 90% of students found quiz-based lectures superior to routine lectures.

Conclusions:

• Interactive quiz-based anatomy teaching is well-received by undergraduate medical students.
• This method shows potential for improving learning outcomes, attention, participation, and retention.
• This study may be the first to document the efficacy of quiz-based teaching in anatomy.