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Student-centered integrated anatomy resource sessions at AlFaisal University

[Abstract] 
النوع مقال
ردمد 19359772
رقم الوثيقة 22597
مصدر المعلومات ERIC
المؤلف Cowan, Michele.
المؤلف الاضافي Arain, Nasir Nisar.
Abu Assale, Tawfic Samer.
Assi, Abdullah Hassan.
Al bar, Raed Alwai.
Ganguly, Paul K.
الصفحات pp. 272-275
ملاحظة عامة Peer reviewed
المصدر Anatomical Sciences Education. v3, n5, Sep-Oct 2010
الناشر Hoboken: John Wiley & Sons, Inc.، 2010
عنوان الناشر 111 River Street. Hoboken, NJ 07030-5774. . John Wiley & Sons, Inc. T: 8008257550 T: 2017486645. F: 2017486021. subinfo@wiley.com. http://www.wiley.com.
ERIC رقم الوثيقة في EJ909876
الواصفات Problem based learning  -  Anatomy  -  Undergraduate students  -  Student attitudes  -  Medical education  -  Saudi Arabia
لغة الوثيقة الانكليزية
البلد الولايات المتحدة
Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem-based learning (PBL) curriculum. PBL is a well-established student-centered approach, and the authors have sought to examine if a student-centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self-directed learning questions. All IRSs were primarily directed by students. During two second-semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student-centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non-IRS blocks. A student-centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first-year medical students. (ERIC: As Provided)

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Cowan, Michele. (2010). Student-centered integrated anatomy resource sessions at AlFaisal University . Anatomical Sciences Education. v3, n5, Sep-Oct 2010. pp. 272-275 تم استرجاعه من search.shamaa.org .