Dissection and Dissection-Associated Required Experiences Improve Student Performance in Gross Anatomy: Differences among Quartiles

Autor/inn/en	Pizzimenti, Marc A.; Pantazis, Nicholas; Sandra, Alexander; Hoffmann, Darren S.; Lenoch, Susan; Ferguson, Kristi J.
Titel	Dissection and Dissection-Associated Required Experiences Improve Student Performance in Gross Anatomy: Differences among Quartiles
Quelle	In: Anatomical Sciences Education, 9 (2016) 3, S.238-246 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1574
Schlagwörter	Anatomy; Medical Education; Medical Students; Laboratory Procedures; Peer Teaching; Scores; Achievement Gains; Outcomes of Education; Learning Strategies + Suchen Sie Ihr Suchwort? Anatomie; Medizinische Ausbildung; Laboruntersuchung; Peer group teaching; Peer Group Teaching; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	To promote student learning, educational strategies should provide multiple levels of engagement with the subject matter. This study investigated examination data from five first year medical gross anatomy class cohorts (692 students) to determine if enhanced student performance was correlated with learning through dissection in a course that used a rotating dissection schedule coupled with peer teaching and other associated experiences. When students performed two of five weekly dissections for a given unit, their average scores on both laboratory and written examinations tended to increase as compared to when they had completed only one week of dissection (P < 0.01). However, these performance gains differed across the class strata and were related to the amount of dissection completed. Students in the upper quartile (UQS) of the class benefited when they had dissected once (92.8%) or twice (92.4%), and these scores were significantly higher than those attained when learning from peers (90.3%, P < 0.01). Students in the lower quartile (LQS) benefited most from the dissection experiences, where practical examination performance was better (77.8% and 80.5%) than when these students learned material from their peers (73.7%, P < 0.01). Although UQS benefited from dissection, LQS benefited to a greater extent in both the practical and written examinations with dissection. Although limited, these data suggest that dissection, coupled with associated educational activities, is an effective pedagogical strategy for learning. Further investigation is required to evaluate the concomitant benefits of peer teaching that are associated with the dissection experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01