Volume : 4
Issue : 1
Online ISSN : 2394-2126
Print ISSN : 2394-2118
Article First Page : 87
Article End Page : 91
Introduction: Anatomy forms the backbone of medical education for first year MBBS with maximum number of teaching hours allotted to this subject. Invariably Anatomy is best taught in dissection halls with the specimens but due to reduction in course duration of first MBBS to 1 year and limited number of cadavers available in present time’s demands more innovative techniques to be utilized for teaching Anatomy. The lecture classes as perceived by most of students as boring does not under rule its importance. The adjustments and modifications made by the teachers of Anatomy to impart overall appropriate knowledge of the subject to the first MBBS student as per their requirements needs to be evaluated and assessed at regular intervals for best results.
Objectives: To evaluate the teaching and learning methodologies practiced in Department of Anatomy by feedback analysis from 1st MBBS students.
Material and Method: 147 first MBBS students were included in the study. Informed consent was taken and they were asked to answer a semi structured questionnaire previously prepared and verified. The questionnaires were collected back from them after 30 minutes. The response was analyzed thoroughly over a period of 6 months and represented in percentages.
Results: The responses of students were represented in graphs with percentages. Almost 42% of students preferred PowerPoint teaching and another 39% of students preferred both PowerPoint and chalk and board teaching of theory lectures whereas old conventional method of teaching with chalk and board was preferred by only 4% of students. Almost 64% of students preferred receiving handout of lectures before the class and ultra-small group teaching and demonstrations was favoured strongly for osteology rather than lectures for osteology. For effective learning methodologies almost 54% students preferred student’s subject seminars at end of each region and 71% of students preferred judicious use of audiovisual aids in form of animation, dissection videos, and museum models for demonstration other than regular dissection hall teaching. Students felt clinical anatomy was not sufficiently taught and more emphasis should be given to applied aspects.
Conclusion: This study was an extremely useful tool for evaluating student’s preferences for teaching and learning methodologies and thus a self-evaluation for the teachers and thus corrective measures can be taken in future batches.
Keywords: Questionnaire, Teaching, Learning, Perception, Students, Feedback