Human Anatomy: Learning by doing, Interactive approaches

A/Prof. Mounir Ghabriel, Discipline of Anatomy and Pathology, Faculty of Health Sciences

Introduction Learning human anatomy is an enormous challenge for medical, dental and health sciences students, mainly due to the vast volume of anatomical terms and the complexity of the subject.

References (1)  Bonwell CC and Eison JA (1991) Active Learning: Creating Excitement in the

Classroom. ERIC Digest accessed online 11/5/2012. (2)  Aleven VA and Koedinger KR (2002) An effective metacognitive strategy: Learning

by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science 26 (2), 147-179.

(3)  Schank, R. C., Berman, T. R., & Macpherson, K. A. (1983). Learning by doing. Instructional-design theories and models, 2, 161-181.

(4)  Ghabriel M, Leigh C, Caville D, Matthews T (2009) Development of accurate replicas of human dissections in anatomy learning and teaching, for medical, dental and health science students. ANZACA Conference (25-27 November, 2009, Monash University, Australia)

As it is principally taught in the early years, learning anatomy for the younger students who have just entered university can be a daunting task. Anatomy used to be perceived as a dry, boring, testing and even frightening subject, or simply a list of names.

The focus therefore is on: •  Learning by doing3 •  Interactive approaches Three interactive approaches that employ learning by doing are described here.

1. The use of body painting for learning human anatomy

Detailed anatomy of the head and neck demonstrated by body painting. This is a true example of learning by doing2.

Surface anatomy is an essential tool for learning the position and relations of deeper structures. It helps students to develop a 3-D appreciation of the arrangement of deep structures and be able to “see through the skin”. By painting structures on the skin students learn the accurate position and dimensions of structures, and even learn how organs change their position during movement.

Anatomy includes many sub-disciplines. It provides the basis for understanding normal structure and introduces students to the terminology of medical communication.

Aims •  To provide a compelling and

positive learning experience. •  Use multiple interactive

approaches to serve the students’ varied learning styles.

Learning and Teaching Methods We believe that there are as many learning styles as there are learners. Therefore we aim to use multiple approaches. Firstly to serve the varied learning styles. Secondly to approach the same topic from different angles. We strongly believe that learning should be active and interactive1, therefore we have always tried to actively involve students. The brain learns by doing and touching more than by hearing or seeing. learning by doing2 recruits and utilises multiple senses to reinforce learning.

Conclusion Learning by doing and interactive approaches: -  Enhance the understanding of anatomy -  Acknowledge the varied styles of learning -  Create a compelling positive learning experience.

By painting organs and structures as they project on the skin students show their understanding and they apply their knowledge.

The skin is the first layer that medical practitioners see when examining a patient.

Knowledge of the position of muscles, tendons, vessels and nerves is essential for surgeons operating on the hand.

Student Experience of Learning & Teaching (SELT)

The heart and abdominal organs, a vivid example of learning by doing.

2. The use of colour-coded diagrams for learning human anatomy

3. The use of interactive replicas of the human body for learning human anatomy

An electronic interactive brain. An accurate replica of the human brain with internal diode lighting system. 32 functional brain areas can be separately illuminated, is a vivid example of learning by doing. Students say interactive models are very useful in peers discussion and in testing their knowledge.

Colour-coded diagrams created in interactive lectures: •  Engage students •  Capture their attention •  Require participation •  Are a true example of learning by doing •  Break the barrier of complexity.

Building up diagrams with colour-coding creates interactive lectures. Simple diagrams are made available on MyUni. Students bring a hard copy to the lecture. The lecturer completes their copy using a document camera and students do the same. This method creates excitement in the class room1. Research has shown that by doing and explaining, the learner understands more.2 Students say “very useful for understanding concepts and neural pathways”. At the same time, students produce their own learning resources.

Incomplete Diagram of motor pathways, size A4

Completed Diagram

Students say they learn much better by painting and they are more confident about the outcome this way.

The orbit before and after completion in the lecture.