Morphologie : bulletin de l'Association des anatomistes · 2025
Transforming ear anatomy education: Evaluating the impact of innovative teaching methods on medical students' learning outcomes.
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Baro B, Gogoi J, Narzary T, Rabha G, Saloi R, Das S
Аннотация
INTRODUCTION: The human ear is a complex organ, crucial for hearing and balance, divided into three main parts - the external, middle, and inner ear. Traditional teaching methods for ear anatomy, involving textbooks and lectures, often tend to be inadequate in conveying the three-dimensional relationships and intricate structures, leading to lower retention rates and limited understanding in students.
AIM: To evaluate the impact of low-cost innovative teaching methods on students' perceptions of learning the intricate details of the inner and middle ear, comparing their perspectives before and after the instructional sessions.
METHODOLOGY: This study explores an innovative approach to teaching ear anatomy by incorporating temporal bone sections, ear ossicles, handmade 3D models of the middle and inner ear, and the use of an otoscope. The study involved first-year MBBS students from Diphu Medical College, Assam, India for the session 2023-2024 (n=100). Students were divided into small groups and engaged in hands-on sessions using these tools. The effectiveness of this approach was assessed through a Likert scale questionnaire. A Wilcoxon rank-sum test was employed to study the difference in responses of the cohort pre- and post-interactive classes. The response data were also correlated using Spearman's rank correlation coefficient.
RESULTS: The results indicated significant (P<0.05) improvements in students' understanding and retention of ear anatomy and its mechanism, with enhanced spatial comprehension and practical skills. This method demonstrated higher student satisfaction and confidence in explaining the structures compared to traditional teaching methods.
CONCLUSION: The findings suggest that incorporating interactive tools in anatomical education can significantly enhance learning outcomes, offering a more effective and engaging way to study complex anatomical structures.
AIM: To evaluate the impact of low-cost innovative teaching methods on students' perceptions of learning the intricate details of the inner and middle ear, comparing their perspectives before and after the instructional sessions.
METHODOLOGY: This study explores an innovative approach to teaching ear anatomy by incorporating temporal bone sections, ear ossicles, handmade 3D models of the middle and inner ear, and the use of an otoscope. The study involved first-year MBBS students from Diphu Medical College, Assam, India for the session 2023-2024 (n=100). Students were divided into small groups and engaged in hands-on sessions using these tools. The effectiveness of this approach was assessed through a Likert scale questionnaire. A Wilcoxon rank-sum test was employed to study the difference in responses of the cohort pre- and post-interactive classes. The response data were also correlated using Spearman's rank correlation coefficient.
RESULTS: The results indicated significant (P<0.05) improvements in students' understanding and retention of ear anatomy and its mechanism, with enhanced spatial comprehension and practical skills. This method demonstrated higher student satisfaction and confidence in explaining the structures compared to traditional teaching methods.
CONCLUSION: The findings suggest that incorporating interactive tools in anatomical education can significantly enhance learning outcomes, offering a more effective and engaging way to study complex anatomical structures.