Application of case discussions to improve anatomy learning in Syria

Aims: Designing a new approach for learning gross anatomy to improve students′ motivation to study anatomy and to enable them to learn independently through case discussion. Materials and Methods: The study included newly registered students in the first academic year. The total number of students w...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Mohammad Ayman Sabbagh
Formato:	article
Lenguaje:	EN
Publicado:	Thieme Medical and Scientific Publishers Pvt. Ltd. 2013
Materias:	anatomy learning anatomy teaching case discussion medical students problem-assisted learning problem-based learning Medicine R
Acceso en línea:	https://doaj.org/article/c86a39f64df742c5b54f445af19767b6
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:c86a39f64df742c5b54f445af19767b6
record_format	dspace
spelling	oai:doaj.org-article:c86a39f64df742c5b54f445af19767b62021-12-02T17:05:52ZApplication of case discussions to improve anatomy learning in Syria2231-07702249-446410.4103/2231-0770.120499https://doaj.org/article/c86a39f64df742c5b54f445af19767b62013-10-01T00:00:00Zhttp://www.thieme-connect.de/DOI/DOI?10.4103/2231-0770.120499https://doaj.org/toc/2231-0770https://doaj.org/toc/2249-4464Aims: Designing a new approach for learning gross anatomy to improve students′ motivation to study anatomy and to enable them to learn independently through case discussion. Materials and Methods: The study included newly registered students in the first academic year. The total number of students was 165, who were divided by alphabetical order into 15 groups of 11 students. Each group was led by one faculty member and each faculty member lead 3 groups. Each group met twice a week for 2 weeks to discuss one case related to the upper limb anatomy. Students took pre- and posttests and completed an opinion questionnaire about the case discussions. Results: The pretest score shows that 20% of the students received grades of 60% or above and that 80% received grades less than 60%. The posttest showed that 45% of the students received grades of 60% or above and that 55% received grades less than 60%. There was a significant difference between the pre- and posttest for grades <60% (P = 0.0000) and less significant for grades >60% (P = 0.0023). In addition, 17% of students achieved the same results (less than 60%) in both the pre- and posttests. The questionnaire revealed that all students stated that the discussion method was useful in their learning process, helped them to increase their motivation to study anatomy (85%), know the usefulness of studying anatomy (84%), and understand the problems (91%). Conclusions: The implementation of the case discussion in teaching anatomy can increase the students′ understanding and motivate them to learn.Mohammad Ayman SabbaghThieme Medical and Scientific Publishers Pvt. Ltd.articleanatomy learninganatomy teachingcase discussionmedical studentsproblem-assisted learningproblem-based learningMedicineRENAvicenna Journal of Medicine, Vol 03, Iss 04, Pp 87-91 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	anatomy learning anatomy teaching case discussion medical students problem-assisted learning problem-based learning Medicine R
spellingShingle	anatomy learning anatomy teaching case discussion medical students problem-assisted learning problem-based learning Medicine R Mohammad Ayman Sabbagh Application of case discussions to improve anatomy learning in Syria
description	Aims: Designing a new approach for learning gross anatomy to improve students′ motivation to study anatomy and to enable them to learn independently through case discussion. Materials and Methods: The study included newly registered students in the first academic year. The total number of students was 165, who were divided by alphabetical order into 15 groups of 11 students. Each group was led by one faculty member and each faculty member lead 3 groups. Each group met twice a week for 2 weeks to discuss one case related to the upper limb anatomy. Students took pre- and posttests and completed an opinion questionnaire about the case discussions. Results: The pretest score shows that 20% of the students received grades of 60% or above and that 80% received grades less than 60%. The posttest showed that 45% of the students received grades of 60% or above and that 55% received grades less than 60%. There was a significant difference between the pre- and posttest for grades <60% (P = 0.0000) and less significant for grades >60% (P = 0.0023). In addition, 17% of students achieved the same results (less than 60%) in both the pre- and posttests. The questionnaire revealed that all students stated that the discussion method was useful in their learning process, helped them to increase their motivation to study anatomy (85%), know the usefulness of studying anatomy (84%), and understand the problems (91%). Conclusions: The implementation of the case discussion in teaching anatomy can increase the students′ understanding and motivate them to learn.
format	article
author	Mohammad Ayman Sabbagh
author_facet	Mohammad Ayman Sabbagh
author_sort	Mohammad Ayman Sabbagh
title	Application of case discussions to improve anatomy learning in Syria
title_short	Application of case discussions to improve anatomy learning in Syria
title_full	Application of case discussions to improve anatomy learning in Syria
title_fullStr	Application of case discussions to improve anatomy learning in Syria
title_full_unstemmed	Application of case discussions to improve anatomy learning in Syria
title_sort	application of case discussions to improve anatomy learning in syria
publisher	Thieme Medical and Scientific Publishers Pvt. Ltd.
publishDate	2013
url	https://doaj.org/article/c86a39f64df742c5b54f445af19767b6
work_keys_str_mv	AT mohammadaymansabbagh applicationofcasediscussionstoimproveanatomylearninginsyria
_version_	1718381816926175232

Application of case discussions to improve anatomy learning in Syria

Ejemplares similares