Premium
Energize the anatomy lab experience with 18 minute tutorials
Author(s) -
Benninger Brion
Publication year - 2013
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.27.1_supplement.lb20
Subject(s) - session (web analytics) , cohort , dissection (medical) , task (project management) , medicine , psychology , medical education , surgery , computer science , engineering , systems engineering , world wide web
Objective Classically, anatomy dissection labs consist of 2 or 3 hour sessions with team dissection. The objective of this study was to investigate whether short tutorials would improve scores and diminish fatigue within lab. Methods Literature search was conducted on educational literature regarding adult attention span. 6 pre‐organized 18 minute tutorials were integrated into each lab session. Two cohorts, X & Y, were given identical lectures and objectives; cohort Y received integrated tutorial sessions, while cohort X did not. Cohort Y students were subdivided into two overall groups (A & B) and further subdivided into “tutorial” groups of 6–9; group A dissected while B received tutorials, the two then switched the next day. Results Literature search revealed multiple studies stating attention span of 15 – 20 minutes. Lab Exam Scores: X: 67.26, 77.65, 69.83, 73.83, Y: 85.64, 88.72, 86.01, 89.3. Discussion 2 to 3 hours of working on the same task, as a team, can be fatiguing. Several studies have been done on student attention span and find a common denominator of 15 to 20 minutes before attention declines. However, variation and abrupt change can re‐engage students for another 15 – 20 minutes before decline. Conclusion This study suggests that 18 minute tutorials were integrated successfully, by means of their scores, because dissection and non‐dissection teams remained engaged throughout lab time.