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Impact of Different Small Student Group Learning Approaches to Compressed Medical Anatomy Education
Author(s) -
Ramnanan Christopher,
Whelan Alexander,
Leddy John
Publication year - 2015
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.29.1_supplement.205.1
Subject(s) - likert scale , medical education , learning styles , perception , psychology , active learning (machine learning) , multiple choice , style (visual arts) , mathematics education , medicine , significant difference , computer science , artificial intelligence , developmental psychology , archaeology , neuroscience , history
The University of Ottawa utilizes two approaches to small group laboratory learning in its compressed (46.5 hrs) medical anatomy program. The Facilitated Active Learning (FAL) approach is driven by Faculty who promote student progression through learning objectives. In the Emphasized Independent Learning (EIL) approach, independent pre‐lab preparation is stressed, with limited Faculty involvement, based on 'flipped classroom' principles. This study characterized student perceptions and academic performance related to these approaches. Perceptions were surveyed using both Likert‐style items and open‐ended items. Open‐ended items were analyzed for consensus, emerging themes. Student performance was compared on overall practical examinations, anatomy‐related items, and discriminating anatomy items (testing knowledge application). While the survey analysis revealed perceived strengths attributed to both EIL (collaboration, communication skills) and FAL (appropriate direction and enhanced learning of objectives) methods, the EIL method was noted for lack of direction and inefficient student learning. Active learning in FAL classes was variable and sometimes limited by Faculty teaching style. While FAL students only scored 4% higher than EIL students on practical exams (P<0.05), FAL students scored 6% and 8% higher on anatomy‐related MCQs and discriminating anatomy‐related MCQs, respectively, indicating a significant (P<0.01) impact of teaching style on learning. Despite some perceived benefits, emphasizing independent student learning had a negative impact on student performance (particularly on discriminating items), relative to Faculty‐facilitated learning, in a compressed anatomy program.