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Journal of Education Technology in Health Sciences


Role of participatory learning by demonstration on prosected parts by 1st MBBS students in addition to traditional dissection in medical education


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Author Details: Debasis Bandopadhyay, Sushil Kumar

Volume : 3

Issue : 2

Online ISSN : 2393-8005

Print ISSN : 2454-4396

Article First Page : 46

Article End Page : 49


Abstract

With declining hours devoted to 1st MBBS the focus has shifted to cognitive learning outcomes with the purpose of completing the syllabus in limited time. Though active dissection and learning on prosected material have often been compared for learning outcomes but active participatory demonstration by students on prosected parts in combination to active dissection has never been studied before.  
Cadaver dissection has always been the keystone of anatomy education and goes a long way in retaining and recalling mental images however supplementary participatory learning technique (PLT) in terms of demonstration on prosected parts by students on the same topic should enhance learning through participation, interaction and recurrence in presence of facilitators.
A total of 50 1st MBBS students divided into 2 groups of 25 each were studied for the effectiveness of this teaching learning method in increasing the cognitive domain (knowledge). One group was exposed to PLT by allowing them to demonstrate on prosected parts post routine dissection while the other group was restricted to traditional dissection only. Both the groups were evaluated by objective structured viva questionnaires after 30 days post completion of a region (inferior extremity). The groups were swapped such that the group exposed to PLT now did traditional dissection only and the other group was asked to do demonstration on prosected parts in addition to routine dissection. After another 30 days both groups were evaluated by objective structured viva questionnaires post completion of a region (superior extremity).
At end of study the outcome measured in terms of students satisfaction with the exposure to participatory demonstration assessed through yes/no questionnaire indicated better satisfaction. The outcome measured in terms of enhanced cognitive skills (knowledge) by objective structured viva questionnaires also indicated better results.
The study concluded that participatory learning in terms of demonstration on prosected parts by 1st MBBS students in addition to traditional dissection had a positive impact on knowledge of the medical students in anatomy pertaining to topics inferior and superior extremity.

Keywords
: Cognitive, Participatory learning technique (PLT), Prosected parts, Dissection