Interactive learning paper model of inguinal canal
Since our university followed the integrated systems‐based medical curriculum and used traditional and bl b dl i problem based learning format there is a great need for reduction in teaching time. The alternative strategies are needed to shorten the teaching time and increase teaching efficiency....
| Main Authors: | , |
|---|---|
| Format: | Conference or Workshop Item |
| Language: | English English |
| Published: |
2011
|
| Subjects: | |
| Online Access: | http://irep.iium.edu.my/10840/ http://irep.iium.edu.my/10840/1/UITM_landscape_poster-YT_Final.pptx http://irep.iium.edu.my/10840/2/UITM_landscape_poster-YT_Final_%281%29.pdf |
| Summary: | Since our university followed the integrated systems‐based medical curriculum and used traditional and
bl b dl i problem based learning format there is a great need for reduction in teaching time. The alternative strategies are needed to
shorten the teaching time and increase teaching efficiency. The inguinal region is one of the most complex anatomic areas
of human body even though it has been the subject of great interest to anatomists and surgeons because of its clinical
importance.
Objective: The aims of the study are to: 1. provide a simplification and in‐depth understanding of the complex and
confusing inguinal canal anatomy. 2. incorporate time‐effective method in learning. 3. provide revision for coursework at
any time and place.
Methods: This study took place during the 2008–2009 academic year. The anatomical diagrams were prepared with the
Microsoft word 2007 and printed on three A‐4 papers. The inguinal canal was constructed using ordinary scissors and glue.
The efficacy of the model construction is evaluated by testing 10 questions regarding the anatomy of inguinal canal
before(pre‐test) and after(post‐test) doing the construction. The 5‐point scale questionnaire was used to elicit the
students’ views on different teaching methods in our university. The questionnaire with free comments section was
completed by 62 second‐year medical students (response rate 60.19%).
Results: Ninety six students performed the construction with most completing it within one hour. Scores on the anatomy
pre‐test and post‐test were compared. The mean pre‐test score was 8.406/10 and the mean post‐test score was 9.309 /10.
It was found that there was a significant increase in post‐test score (P<0.05).
The students also responded similarly to interactive sessions, practicals, tutorials and 3‐D paper model (P>.05) in the 5‐
points scale questionnaire.
Conclusion: We concluded that the 3‐D paper model provides the opportunity to learn and correlate the spatial relations
among the inguinal structures in a short period of time especially when taking constraints of time and the availability of
other resources into account. Moreover, this model is inexpensive and easy to construct and a valuable supplement to conventional teaching methods.
|
|---|