English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Address for Correspondence: Dr.Lakshmi kantha.B.M. Associate professor, Department of Anatomy, DMWIMS, Naseera Nagar, Meppadi post, Wayanad, Kerala, India.-673577. Mobile no948145336 E-Mail: drchandan24@gmail.com Introduction: Animated teaching method imparts a better understanding in studying the basis of Embryology in 3 dimension. Whereas in the conventional method of teaching embryology the use of clay models which enables the students to handle, touch and there by visualize in two dimension and three dimension. So, the aim of the study is to find out which one of the following two methods is more effective in teaching embryology among first year MBBS students. Materials and methods: 150 first year MBBS student at DMWIMS was divided into Group A (75) and Group-B (75). For Group-A embryology classes was conducted using animated vedios in lecture classes. For Group-B the same topic was taken by using clay models and lectures. Then MCQ test was conducted. Later the groups were crossed over and took the feedback from both the groups. The data was analysed by SPSS software version 16. Results: The test results showed there was no statistical difference in the knowledge scores in MCQ test of students in both the groups. The feedback was collected and analysed by proportion test which showed animated embryological teaching was better than clay model teaching in understanding the concept, basis, functional relations of embryology. Conclusion: The present study showed that performance was same in both the methodologies but perception of students was that they were able to understand better by animated teaching then clay model teaching. This may help teachers to incorporate these both innovative teaching methods in teaching embryology for better understanding along with routine lectures.

EFFECTIVENESS OF ANIMATED TEACHING OVER MODEL TEACHING IN EMBRYOLOGY FOR FIRST YEAR MBBS STUDENTS