CC BY-NC-ND 4.0 · National Journal of Clinical Anatomy 2019; 08(02): 066-070
DOI: 10.1055/s-0039-1692301
Original Article
Society of Clinical Anatomists

Introduction of Group Discussion as a Teaching—Learning Method in Dissection Hall for the First MBBS Students

Mehul Tandel
1  Department of Anatomy, Pramukhswami Medical College, Karamsad, Anand, Gujarat, India
,
Daxa Kanjiya
1  Department of Anatomy, Pramukhswami Medical College, Karamsad, Anand, Gujarat, India
,
Neeraj Vedi
1  Department of Anatomy, Pramukhswami Medical College, Karamsad, Anand, Gujarat, India
,
Deepak Sharma
2  Department of Community Medicine, Pramukhswami Medical College, Karamsad, Anand, Gujarat, India
,
Sumati,
Praveen Singh
1  Department of Anatomy, Pramukhswami Medical College, Karamsad, Anand, Gujarat, India
› Author Affiliations
Further Information

Publication History

Publication Date:
26 June 2019 (eFirst)

  

Abstract

Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall.

Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed.

Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816.

Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.