Open AccessTeaching anatomy using OMP in combination with spotting: Re-Shaping the subject.
Author(s) -
Naureen Waseem,
Khadija Iqbal,
Hina Kundi,
Irum Rehman,
Naveeda Zaigham,
Abdullah Qamar
Publication year - 2020
Publication title -
the professional medical journal/the professional medical journal
Language(s) - English
Resource type - Journals
eISSN - 2071-7733
pISSN - 1024-8919
DOI - 10.29309/tpmj/2020.27.04.3460
Subject(s) - spotting , medicine , medical education , identification (biology) , subject (documents) , test (biology) , mathematics education , significant difference , psychology , artificial intelligence , computer science , library science , paleontology , botany , biology
Objectives: The study determines the possible advantages of using the OMP in the gross anatomy laboratory. It focuses on using teaching strategies which focus on the application of knowledge, rather than mere structure identification. The in cooperation of OMP in gross anatomy teaching along with structure identification is the main focus of this study. Study Design: Randomized Control Trial (the spotting methodology & OMP were themselves and intervention for to groups). Setting: Department of Anatomy Islam Medical College, Sialkot. Period: January 2018 to June 2018. Material & Methods: 100 First year students of Islam Medical College were involved in the study. Two groups of 50 students each were made. Group 1 was exposed to the methodology of spotting. Students of group 2 were taught with One Minute Preceptor Model, but were allowed to do spotting/ structure identification themselves. Both groups were exposed to the same practical exam at the end of the course. Means of achieved marks and numbers of failures and passes were compared. All Statistical tests were applied using SPSS Version 20. Students were also asked to fill a questionnaire to find out students perception regarding the superiority of one teaching tool over the other. Results: The post hoc analysis of the result was done. The means of overall collective marks obtained by students of group I were insignificant when compared with the same of group II. Comparison of students on the basis of the passing status, carried out using Chi Square test also showed insignificant difference. On the other hand, from the questionnaires it was observed that active knowledge construction was more with OMP tool as compared to spotting. Understanding level was superior with OMP. Preparation for clinical teaching was also better with a combination of both as compared to spotting only and OMP. Conclusions: The one minute preceptor (OMP) is a time efficient teaching technique for learner centered training. It is a technique which can help the anatomy teachers to convert structure identification questions into active learning opportunities for learners. Teaching Anatomy using OMP in combination with spotting is a better tool in reshaping the subject.