2024
Role-play for case-based discussion as a part of innovative teaching learning program on 23.2.2024.
Objective
- Motivate and engage students
- Enhance current teaching strategies
- Provide real-world scenarios to help students learn and understand the importance of learning anatomical concepts using case scenario
- Learn skills used in real-world situations (negotiation, debate, teamwork, cooperation, persuasion)
- Provide opportunities for critical observation of peers
- To prepare the students to crack case-based questions in exam and internals
The students were divided into 16 groups of each 15 members. Case scenarios were given well in advance. students were informed to perform role play for the case scenarios allotted, time given to enact was 10 minutes. Sessions commenced with a brief introduction of the program by the HOD Dr.Vidya CS. Participants were encouraged to immerse themselves in their assigned roles, drawing upon their knowledge and expertise to engage in dialogue and problem-solving.
Facilitators - Dr.Pushpa NB and Dr.Vinutha SP provided guidance and structure to the discussion, ensuring that key clinical and ethical considerations were addressed. Participants were prompted to explore anatomical basis of the given case, communication strategies, and differential diagnosis. Throughout the role-play, facilitators observed and provided feedback on participants’ performance, highlighting strengths and areas for improvement in communication.
Outcome
Feedback from participants indicated that the role-play was an effective and enjoyable learning experience, providing practical insights into real-world clinical scenarios and enhancing their confidence in solving case-based questions in the exam. Two best performed teams were acknowledged. 60% of students opined that Innovative learning practice helped in better retention of the given topic. 90 % of students liked the method (role play) of small group discussion
2023
Innovative Teaching Methodologies adopted/Value added programme conducted
Video assisted teaching of Anatomy in dissection hall
Anatomy teaching has undergone major changes in recent times due to rapid advances in information technology, time constraints and changing demands in medical profession. Video is considered as a successful medium because it links the audio and visual together to provide a multisensory experience for the learner. Video-based teaching materials have been sought to offer a promising alternative in delivering the intended learning content that may not be available in the traditional print-based illustration for UG students.
Objective
- To implement the modules as a routine dissection hall practice
- To enhance skill based clinical anatomy teaching for acquisition of knowledge in limited time.
- Assess students acceptance and satisfaction with the video-based lectures versus the traditional method of teaching human anatomy in dissection theatre.
- To determine the effect of video-based lectures on enhancing students’ knowledge versus the traditional method of teaching human anatomy
Outcome
54% of students agreed that demonstration of video helped them to understand the topic better. 70% of students opined that demonstration of videos helped in retention of topic better. 64% of students agreed that Video demonstration helped me in correlating Anatomy with clinical relevance and its applicability. 72% of students opined that Video demonstration helps in structuring of knowledge for use in clinical contexts.
Student seminars as innovative teaching tool of Anatomy
Context: Seminar is an effective tool to enhance the students self learning skills. Small group of students were engaged in advanced study under a faculty member meeting regularly and exchange information for discussions.In order to help students to acquire self learninbg skills and to enhance their learning experiences department of Anatomy organised student seminars in Gross Anatomy topics. Students were instructed about guidelines of seminar The entire 250 batch was divided into 24 teams of 6-7 students per batch, Head & Neck gross Anatomy topic was picked by the team representative a week before the seminar. Seminar presentation was assessed for 20 marks based on the content, time management, innovation, teamwork, and discussion. Few teams created models to explain the concept and few teams used face painting to explain the structures.
Objective: To determine the effect of seminars on enhancing students’ knowledge in gross Anatomy topics and to facilitate learning process in Anatomy
Outcome: 71% of students opined that seminars motivated for self study. 60% agreed that seminars improved their communication skills. 68% of students opined that participoating in seminars has increased problem solving skills. They also agreed that seminars enhanced team work amongst students.
Silent mentor; Discern the art of Human Anatomy
I MBBS students were allotted dissection table Batch I (Roll no.1-125) in forenoon and Batch II (Roll no’s 126-250) in afternoon sessions. Each day they were briefed about dissection topic and they were asked to dissect that particular region. At the end of dissection class each table were asked to note the variations observed and document the same on white board. The feedback from students were obtained for the same. ,I’m happy with the pictures put up in the group, helps revising any topic, when not in an environment where study materials are available Some of the highlights of students feedback are as follows:
- This method was very useful in many ways and I would like it if it continued the same way
- Board activity is effective way of Learning
- This activity really helps us to learn concepts better and correlate clinical Anatomy
- More than 74 % students agreed that this method helped in retention of the topic better and helped in retention of the particular topic
2022
Concept maps as a facilitative tool to promote learning in Anatomy for I MBBS students - Dr.Vidya C S
Context: Medical curriculum proposed by NMC emphasizes on self-directed learning as a part of learning process. The complexity of the subject content, and its 3D orientation in Anatomy makes them difficult to learn, assimilate and recapitulate. It requires motivation to students to learn anatomy with better understanding the subject. A concept map is a visual organization and representation of knowledge. It shows concepts ,ideas and the relationship of subject. Concept mapping is a great way to build upon previous knowledge by relating new information to the existing knowledge.
Method: One-hour lecture session for topic was conducted. With prior informed consent of students after the lecture a Pre-test was conducted to 128 I year MBBS students. Then students were divided into 2 groups, 64 students in each as Control and Study groups. After prior sensitization of concept maps, study group were asked to prepare concept maps of topic covered by didactic lecture& post-test MCQ based assessment was conducted for both study and control groups. Perceptions of students (study group) on concept mapping was collected through a validated questionnaire and a five-point Likert scale at the end of the session.
Outcome: The responses were recorded in google forms and observed that 50% agreed and 47% strongly agreed for creating concept maps helped in understanding the topic better and promotes rational thinking. 48% strongly agreed and 38% agreed for concept maps helped in deeper and meaningful learning of topic. 70% of students opined that concept maps helped in integrating applied aspect of the topic.
Sample of concept maps prepared by students of study group
Study group taking posttest after developing concept maps
2021
Dr.Vidya.C.S. : Spotters for I MBBS students was conducted via google forms and responses was recorded in excel sheet , marks was allocated
Dr.Deepa Bhat : Photovoice towards implementation of AETCOM Module 1.5 of CBME curriculum "Cadaver as First Teacher"
A table wise photovoice competition to explore the skills of 1st MBBS students. They reflected upon the views of students on cadaver as first teacher. This event was judged by Dr Poornima G C professor of anatomy, and Dr Asha Shekhar Professor of Physiology,Mysore medical college.
First prize -table 1. Second -table 5 and Third prize was to 9th table. It was conducted on 13th February 2021 in gallery 6.
Outcome: The innovative tool has been converted into publication and has been submitted as a qualitative study
2020
Whatsapp batch group discussion: Needs assessment for utility of batch group, benefits, drawbacks, suggestions obtained. Decision on continuing the group for communication, sharing learning materials was outcome.
Video demonstration of dissected specimens through youtube videos
Dr Vidya CS - Closed whatsapp group of mentor students with youtube videos and clinical case discussions
Dr. Vidya C S - Youtube dissection videos and PDF study material for I MBBS students on Neuroanatomy
Dr. Vidya C S - Youtube dissection videos and PDF study material for I MSc students on Neuroanatomy
Practical classes through zoom: Anatomy learning is not complete without dissection, so our team came up with innovative way of teaching dissection. Specimen demonstration was done on Zoom using mobile phone focusing from top with the help of mobile stand. Even surface marking and embryology model demonstration was done. Histology slide discussion was done on Zoom focusing the slide on a LCD screen and faculty demonstrating the microscopic structures.
2019
Whatsapp batch group discussion: Needs assessment for utility of batch group, benefits, drawbacks, suggestions obtained. Decision on continuing the group for communication, sharing learning materials was outcome.
Underperformers initiative: Open book test performed depicted improvement in scores for the students in 3rd Internal assessment
Digital Histology with MCQ’S for I MBBS students as per CBME Curriculum (yes attached)
Early clinical exposure-case based learning, lectures by clinical faculty
2018
Whatsapp batch group discussion: Needs assessment for utility of batch group, benefits, drawbacks, suggestions obtained. Decision on continuing the group for communication, sharing learning materials was outcome.
Underperformers initiative: Open book test performed depicted improvement in scores for the students in 3rd Internal assessment
Blue printing for IAE theory paper is initiated.
Unit test after each topic for 1st MBBS students
Concept mapping for 1st BDS