Can teaching delivery mode lead to ongoing changes in student performance within human anatomy?

Anscomb, Helen L. (2017) Can teaching delivery mode lead to ongoing changes in student performance within human anatomy? Clinical Anatomy, 30 (8). pp. 1107-1117.

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Abstract

In a 6-year MBBS course, students can undertake optional “selective” study in human anatomy during year 3. This subject is an advanced regional and applied study of human anatomy taught through cadaveric dissection. Recently, the offering of this subject has changed from a traditional semester offering (internal study, 13 weeks, 5 h per week) to an intensive “block mode” offering, where students engage in ∼60 h of dissection over 2 weeks, outside of semester. No change in student assessment has occurred, only the timeframe of teaching and assessment activities. The block mode study option for this subject has led to a significant increase in student performance within the subject (38% attained HD grade), whilst no significant change in student demographics has been identified (i.e., student GPA, prior study). Preliminary investigations (n 5 27) into the change in student performance has demonstrated continued improved performance(using anatomy assessment tasks aligned to the dissection subject) 6 months after finishing study, when compared to a control group (n 5 25). Students were also surveyed to determine their reflections and perceptions of the subject. Students reported that the combination of mode of delivery and teaching method allowed a deeper study of the subject and greater achievement.

Item ID: 49019
Item Type: Article (Abstract)
ISSN: 1098-2353
Additional Information:

Presented at the Winter Meeting of the British Association of Clinical Anatomists, 15 December 2016, Leeds, UK

Date Deposited: 20 Jul 2017 00:23
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum @ 100%
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