A questionnaire-based pedagogic evaluation of anatomy-teaching in first year MBBS students

2016 ◽  
Vol 65 ◽  
pp. S24
Author(s):  
Anjoo Yadav ◽  
N. Gupta ◽  
R.J. Thomas
Keyword(s):  
First Year ◽  
Anatomy Teaching

scholarly journals First year medical students' performance analysis in anatomy with different modes of teaching: an experience of medical school in South India

2013 ◽  
Vol 02 (01) ◽  
pp. 031-034
Author(s):  
Thangarasu Rajan ◽  
Atul M Bage
Keyword(s):  
Medical Students ◽  
Medical Profession ◽  
P Value ◽  
First Year ◽  
Clinical Anatomy ◽  
Teaching Anatomy ◽  
The Subject ◽  
First Year Medical Students ◽  
The Impact ◽  
Anatomy Teaching

Abstract Background and aims: The routine method of didactic lecture followed by dissection does not help for long-term retention of the subject, anatomy amongst medical students. The impact of clinical anatomy knowledge in medical profession is large and there is an absolute lack of positive reception in this regard amongst student community. Teaching methods play an important role to create interest and to make students appreciate the subject better. Studies evaluating different modes of teaching anatomy are scarce. The objective of the study was to assess the effectiveness of different modes of anatomy teaching among medical students. Materials and methods: First year medical students were divided randomly into three groups and different modes of teaching anatomy like blackboard and chalk, audio/visual and using plastic models were compared by examination based assessment. The data of multiple groups were analyzed by one-way ANOVA, followed by the Newman–Keuls multiple comparison test (PRISM Graph pad, version 4; Graph Pad Software, Inc., San Diego, CA). A P value of <0.05 was considered as statistically significant. Results: No single method is effective in increasing the performance of both theory and practical examination across different topics and so a suitable combination of the different modes for a particular topic in anatomy teaching should be framed.

scholarly journals Museum pedagogy as part of the teaching activities of the higher education teacher

2018 ◽  
Author(s):  
Vartan Vachaganovich Minasian ◽  
Natalia Aleksandrovna Nasonova ◽  
Nadezhda Aleksandrovna Ilicheva ◽  
Evgenii Vladimirovich Belov
Keyword(s):  
Human Anatomy ◽  
First Year ◽  
Intellectual Activity ◽  
Teaching Activities ◽  
Education Teacher ◽  
Museum Pedagogy ◽  
The Subject ◽  
Difficult Subjects ◽  
Anatomy Teaching ◽  
Stimulation Of

The authors of the article suppouse that one of the most fundamental and most difficult subjects for studying in the first year of medical schools is human anatomy. It is believed that the great importance in human anatomy teaching is the stimulation of intellectual activity of students. To visualize the various sections of this subject, the museum of the department of human anatomy is used. The museum's expositions are built in such a way that they help the trainees comprehend each of the topics offered under the subject program.

scholarly journals Boosting anatomy teaching of MBBS first year students using a quality circle module-A personalized perspective

2017 ◽  
Vol 06 (04) ◽  
pp. 286-290
Author(s):  
Gaurav Agnihotri
Keyword(s):  
Student Satisfaction ◽  
Personality Development ◽  
First Year ◽  
Quality Circle ◽  
Academic Goals ◽  
Control Activity ◽  
First Year Students ◽  
Medical College ◽  
Medical Institutions ◽  
Anatomy Teaching

Abstract Background and aims : In Medical education scenario, a ‘quality circle’ comprises of a small group of individuals who perfonn voluntarily quality control activity. The present study aims to implement the ‘quality circle concept’ in anatomy teaching of first year MBBS students and gauge the effects. The study also assesses the success of the quality circle module based on student satisfaction levels at the end of the course. Materials and methods: A quality circle was fonnulated at the beginning of the MBBS first year course in the anatomy department at Government medical college, Amritsar and a problem pool was identified based on inputs from the class and the author. Using this problem pool a questionnaire was circulated to all students at beginning of course and then again at end of course to assess student satisfaction levels after implementation of the quality circle. The student responses based on a five point Likert scale were tabulated and statistically analyzed. Results: The means for items in questionnaire as determined at beginning and end of course were compared and they came out to be statistically significant [p<0.001]. The responses indicated that there was a statistically significant impact of the ‘quality circle’ on student satisfaction levels. Conclusion: The quality circle module should be utilized for effective achievement of goals in medical institutions. The author advocates that the concept should be tried in all professionals during the MBBS course. Though the results are subtle and limitations are there, it provides opportunities of personality development for the students. The quality circle creates a platfonn wherein the students and facu1ty/authorities can interact and act cohesively and in an unidirectional manner for effective achievement of academic goals and environment.

Changes in role perceptions by first-year dental students

1977 ◽  
Vol 41 (8) ◽  
pp. 507-510 ◽  
Author(s):  
AC Rosen ◽  
M Marcus ◽  
N Johnson
Keyword(s):  
Dental Students ◽  
First Year ◽  
Role Perceptions

Relationship of stress and performance among first-year dental students

1986 ◽  
Vol 50 (5) ◽  
pp. 264-267 ◽  
Author(s):  
GH Westerman ◽  
TG Grandy ◽  
JV Lupo ◽  
RE Mitchell
Keyword(s):  
Dental Students ◽  
First Year ◽  
And Performance ◽  
Relationship Of

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

2019 ◽  
Vol 62 (11) ◽  
pp. 4001-4014
Author(s):  
Melanie Weirich ◽  
Adrian Simpson
Keyword(s):  
Parental Involvement ◽  
Gender Identity ◽  
Spontaneous Speech ◽  
First Year ◽  
Space Size ◽  
Vowel Space ◽  
Potential Impact ◽  
Phonetic Features ◽  
And Gender ◽  
Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

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