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QTD Effects on Veterinary Anatomy Learning
Author(s) -
Ahn Dongchoon,
Sim Jeoungha
Publication year - 2016
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.30.1_supplement.785.19
Subject(s) - dissection (medical) , test (biology) , medical education , work (physics) , subject (documents) , medicine , psychology , veterinary medicine , anatomy , computer science , engineering , biology , library science , mechanical engineering , paleontology
Veterinary anatomy is interesting subject to veterinary medical students. However, the learning in laboratory of veterinary anatomy is hard and energetic work to students to meet in first grade because they have to learn a lot of new words or concepts under long time consuming after the professor's demonstration. Team based learning (TBL) was modified and introduced to veterinary anatomy education to help students in improvement of cooperation, team work, motivation for study, and to relief the teacher's task since 2006. Although the demonstration video files aided the student's work in laboratory, they were stayed in the room long time than expected and received annoyance in dissection the cadaver. We introduced the Qualifying Test for Dissection (QTD), a quiz, before entering the dissection room in last year, and it resulted in good effect. Here we report the effects of QTD with surveyed data. QTD was consisted of some easy questions, for example, translation English words to Korean, or, conversely, and the terms of veterinary anatomy. The students were qualified to entering the dissection room if get score over 80 % on the test. These quizzes were taken by individuals or team except two times, and then observed the finish time of dissection. At the end of semester, several questions were surveyed on the sheet by 5‐point scale. They finished the dissection tasks within 5 hours. All except one students answered that the QTD was helpful in their learning, and, except three students, thought that the level of the quiz was suitable. Two third of students prepared the QTD for 2 to 6 hours and felt burden moderately. They liked the test by individual than by team. They answered the QTD merits as helpful, first, in identification and dissection the he structures, second, the understanding professor's demonstration, and third reducing the dissection time. It also brought positive attitude to prepare the written examinations for knowledge. This QTD method is very useful to improvement of the study activities including shortening the dissection time and understanding a lot of concepts or structure in dissection room without burdening.