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Combination of Didactic Lecture with Problem Based Learning Sessions in Anatomy

Vaishali V. Inamdar* , Vaishali V. Inamdar* , Gourav Dadarao Thakre**

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Indian Journal of Anatomy 6(1):p 5-10, January - March 2017. | DOI: http://dx.doi.org/10.21088/ija.2320.0022.6117.1

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Abstract

Anatomy is a highly dynamic science. It is based on factual knowledge and functional correlation and thinking. For centuries it has been regarded as one of the recognized basic biomedical science. In the traditional method of medical curriculum, anatomy is taught in the first year of the course and involves little interdisciplinary interaction. Anatomy is an important basic science that if deficient in, the student may feel inadequately prepared for clinical courses thus, pinpointing the best teaching method warrants investigation. In recent years many researchers worked on Problem Based learning and found that PBL inculcates better understanding, self-directed learning and analytical skills in students [1]. Also it develops problem solving attitude and analytical skills in students. If PBL is included in the curriculum of basic sciences like Physiology, it can help students to apply knowledge of anatomy in clinical practice [2]. However, recently, most of the medical colleges of other countries have adopted a student-centered, problem-based, integrated, community-based, elective-oriented, systematic (SPICES) medical curriculum [3]. So an attempt was made to combine didactic lecture with problem based learning & observe it’s effect as a teaching module in anatomy.

 

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DOI: http://dx.doi.org/10.21088/ija.2320.0022.6117.1

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Didactic Lecture; Problem-Based-Learning; SPICES; Anatomy

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