Improving The Receptivity Of Students During An Anatomy Course Using Pedagogical Innovations

摘要

Introduction: Despite the many changes that anatomy has experienced in recent decades, it remains a fundamental discipline for physicians and surgeons. However, it must continually adapt to the context of modern pedagogy.Purpose: to improve learning and interest of medical students in anatomy, we collected their opinion about innovations to make in teaching methods of that discipline.Materials and methods: at the end of the academic year, an anonymous questionnaire was used to collect the opinion of students of first and second year. Medical students gave their point of views about formal magisterial courses, computer assisted teaching, examinations, praticals and laboratory dissections.Results: medical students prefer live discussions during the last 30 minutes of the lesson, availability of all course materials on the website of the university, diversity of assessment techniques, improved learning materials during laboratory teaching and dissections, and varying pedagogical materials.Conclusion: With some pedagogical innovations and improvement of learning material it is possible to increase the receptivity of medical students to anatomy teaching. Introduction The gross anatomy is the cornerstone in the modern medical curriculum. Despite the changes currently affecting anatomy departments in many medical schools it remains a fundamental discipline for the training of all surgeons [1]. Learning anatomy and understanding the body's structures in relation to its functions have for centuries been the foundation of medical studies. The methods used to teach anatomy have changed significantly in recent decades and the advent of new technologies offers other possibilities to explore the anatomy of the human body.Despite the interest of these new methods, in West Africa and Senegal many factors affect the teaching of anatomy [2]. The environment in which we operate is unfavorable and delays the development of an optimal pedagogy, even using traditional methods. The aim of this study is to report the proposals of medical students to improve anatomy teaching at the Faculty of Medicine of Saint-Louis in Senegal. Material and methods By the end of the academic year, we used an anonymous questionnaire to collect the opinion of first and second year students. The investigation focused on the anatomy taught between October 2012 and March 2013. Students were asked to express their opinions about formal magisterial courses, computer assisted teaching, examinations and laboratory teaching. A space was provided for observations and free comments. Data were collected using SPSS and Microsoft Excel software. Results Seventy-five of 88 students in total (85.2%) responded to the questionnaire. In L1 (first year or License 1), 44 of 55 students (80%) completed the questionnaire. In L2 (second year or License 2), 31 of 33 students (94%) completed the questionnaire.About formal magisterial courses, 89.3% of students felt that the course objectives were useful. For 73.3% of them PowerPoint presentations do not facilitate understanding of the course. 32% of students feel that drawings on the blackboard or handouts are difficult to reproduce. 86.7% of them think that the anatomy course should be held preferably in the morning. For 93.3% of them it is important to book the last 30 minutes for discussion.54.7% of students felt that handouts should be made ??available to students on the university website, and for 84% of them the self-assessment tests are required. Students request to vary the type of question during the examination (72%), and to provide exercises on the website (93.3%). The tests shall include anatomy drawings for 78.7% of them, and for 84% they must necessarily be based on course objectives.For 97.3% of students, praticals and tutorials in the laboratory are useful for understanding and even more important than formal magisterial courses for 61.3% of them. 54.7% think that visits to the anatomy laboratory are not well organized, and for