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Evaluation of Lecture Presentation Style in Anatomical Education
Author(s) -
Wood Miranda,
Troy Amanda
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.507.12
Subject(s) - presentation (obstetrics) , class (philosophy) , context (archaeology) , physical exam , test (biology) , style (visual arts) , learning styles , medical education , clarity , medicine , mathematics education , psychology , computer science , surgery , artificial intelligence , biology , paleontology , history , biochemistry , archaeology
Context Advancements in technology have allowed medical students to tailor their study habits to their learning styles. However, little has changed in the way of material presentation in medical school anatomy. The style in which topics in anatomy were presented to the class of 2018 was completely PowerPoint (PPT) for topics in Integumentary/Musculoskeletal (IMSK), Cardiovascular/Respiratory/Heme (CVRH) and Gastrointestinal/Nutrition (GINUT). For the class of 2019, the document camera was used almost exclusively. The students were expected to draw and hand write notes along with the instructor. Objectives To determine which style of presentation for anatomical sciences, PPT or document camera/drawing, that provides better student performance on assessment outcomes. Methods Data was collected from exams addressing three areas of anatomy: IMSK, CVRH and GINUT. An evaluation of exam questions in an exam item by exam item analysis was conducted, comparing outcomes between two classes: 2018 and 2019. Only exam items used verbatim for both classes were included for comparative analysis. Student's t‐test was used for statistical analysis. Results The class of 2019 performed significantly higher (p=0.026) on 49 exam items across the three anatomical regions, on average 5.1% above the class of 2018. The class of 2019 performed 5.3% (n=28), 6.2% (n=11) and 3.2% (n=10) higher in IMSK, CVRH and GINUT, respectively. The class of 2018 performed better on 8 of 49 exam items, while no difference in performance was seen on 5 items. Conclusion and Future Direction Overall, the interactive lecture style utilizing the document camera is more effective for student performance. Encouraging students to actively participate through drawing and writing along with the instructor helps students stay engaged during the lecture and improves retention. Moving forward, we would like to assess, by questionnaire, the student perspective on alternative lecturing styles in comparison to assessment outcomes. Support or Funding Information Support provided by Liberty University College of Osteopathic Medicine. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .