Analysis of a Multifaceted Interactive Pedagogy Program in an Upper Limb Anatomy Course: A Time Series Study

Autor/inn/en	Bellier, Alexandre; Kaladzé, Noémie; Rabattu, Pierre-Yves; Chaffanjon, Philippe C.; Cavalié, Guillaume
Titel	Analysis of a Multifaceted Interactive Pedagogy Program in an Upper Limb Anatomy Course: A Time Series Study
Quelle	In: Anatomical Sciences Education, 16 (2023) 1, S.116-127 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bellier, Alexandre) ORCID (Rabattu, Pierre-Yves)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2170
Schlagwörter	Anatomy; Undergraduate Students; Medical Students; Medical Education; Science Instruction; Teaching Methods; Human Body; Problem Based Learning; Peer Teaching; Student Satisfaction; Learner Engagement + Suchen Sie Ihr Suchwort? Anatomie; Medizinische Ausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Menschlicher Körper; Problem-based learning; Problemorientiertes Lernen; Peer group teaching; Peer Group Teaching
Abstract	Many new methods have contributed to the learning of anatomy, including several interactive methods, increasing the effectiveness of educational programs. The effectiveness of an educational program involving several interactive learning methods such as problem-based learning and reciprocal peer teaching was researched in this study. A quasi-experimental before-after study on three consecutive groups of second-year students at the Grenoble School of Medicine was conducted. The lectures were replaced by an educational program based on the problem-based learning method and reciprocal peer teaching. The first session was dedicated to reading clinical cases illustrating the medical concept, so that the learning objectives for the second session could be set. Then, after viewing digital courses, the second session was dedicated to a synthetic presentation by the students themselves, followed by an interactive summary with the teacher. The analysis of 630 students showed a significant increase in the theory test results for those who took part in the intervention: 9.71 versus 9.19 ([beta] = 0.57, P = 0.036). Moreover, satisfaction was high after the intervention (mean = 4.5/5), and when comparing the two pedagogical approaches the students showed a clear preference for the program implemented with the concepts highlighted such as interactivity, in-depth work, group work, and autonomy. A multifaceted interactive pedagogy program could have a significant impact on the results of the theoretical concepts presented and on satisfaction as well as increased investment by students in learning anatomy. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01