Samy A Azer1. 1. Curriculum Development Unit, Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia. azer2000@optusnet.com.au
Abstract
BACKGROUND: Understanding surface anatomy and surface markings are integral for introducing clinical sciences. AIM: This study aimed to assess which learning approach is effective in learning surface anatomy. METHOD:First-year medical students were randomly assigned into two groups and asked to complete an MCQs quiz covering surface anatomy of the abdomen (pre-test). Each student worked on his/her own in each group. Group A students (n = 70) were then provided with a reading material and two images of the abdomen printed on A4 size paper. Students were asked to study the reading material and use the image of the abdomen to draw and label the surface anatomy of six abdominal organs. Group B students (n = 74) were provided with the same reading material but were asked to answer short-answer questions. After 45 minutes, the reading material and answers were collected from both groups and student's performance was compared using the same sets of MCQs (post-test). RESULTS: Students from both groups showed significant improvement in their post-test scores compared to their pre-test scores. Also the means for paired samples were significantly higher in Group A compared to Group B. A small number of students in both groups scored ≤ 2 in the pre-test and failed the post-test. CONCLUSION: While both techniques improved students' scores; learning by drawing surface anatomy of abdominal organs showed higher scores.
RCT Entities:
BACKGROUND: Understanding surface anatomy and surface markings are integral for introducing clinical sciences. AIM: This study aimed to assess which learning approach is effective in learning surface anatomy. METHOD: First-year medical students were randomly assigned into two groups and asked to complete an MCQs quiz covering surface anatomy of the abdomen (pre-test). Each student worked on his/her own in each group. Group A students (n = 70) were then provided with a reading material and two images of the abdomen printed on A4 size paper. Students were asked to study the reading material and use the image of the abdomen to draw and label the surface anatomy of six abdominal organs. Group B students (n = 74) were provided with the same reading material but were asked to answer short-answer questions. After 45 minutes, the reading material and answers were collected from both groups and student's performance was compared using the same sets of MCQs (post-test). RESULTS: Students from both groups showed significant improvement in their post-test scores compared to their pre-test scores. Also the means for paired samples were significantly higher in Group A compared to Group B. A small number of students in both groups scored ≤ 2 in the pre-test and failed the post-test. CONCLUSION: While both techniques improved students' scores; learning by drawing surface anatomy of abdominal organs showed higher scores.