Anatomy and Cell Biology

Korean Association of Anatomists (대한해부학회)
권호 표지
DOI QR코드

DOI QR Code

The influence of learning style in understanding analogies and 2D animations in embryology course

  • Narayanan, Suresh (Department of Anatomy, Sri Manakula Vinayagar Medical College and Hospital) ;
  • Ananthy, Vimala (Department of Pharmacology, Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER))
  • Received : 2018.03.31
  • Accepted : 2018.10.16
  • Published : 2018.12.30
⟨ Previous Next ⟩

Abstract

Undergraduate students struggle to comprehend embryology because of its dynamic nature. Studies have recommended using a combination of teaching methods to match the student's learning style. But there has been no study to describe the effect of such teaching strategy over the different types of learners. In the present study, an attempt has been made to teach embryology using the combination of analogies and simple 2D animations made with Microsoft powerpoint software. The objective of the study is to estimate the difference in academic improvement and perception scale between the different types of learners after introducing analogies and 2D animation in a lecture environment. Based on Visual, Aural, Read/Write, and Kinesthetic (VARK) scoring system the learners were grouped into unimodal and multimodal learners. There was significant improvement in post-test score among the unimodal (P<0.001) and multimodal learners (P<0.001). When the post-test score was compared between the two groups, the multimodal learners performed better the unimodal learners (P=0.018). But there was no difference in the perception of animations and analogies and long-term assessment between the groups. The multimodal learners performed better than unimodal learners in short term recollection, but in long term retention of knowledge the varied learning style didn't influence its outcome.

Keywords

References

  1. Moxham BJ, Emmanouil-Nikoloussi E, Standley H, Brenner E, Plaisant O, Brichova H, Pais D, Stabile I, Borg J, Chirculescu A. The attitudes of medical students in Europe toward the clinical importance of embryology. Clin Anat 2016;29:144-50. https://doi.org/10.1002/ca.22667
  2. Zaletel I, Maric G, Gazibara T, Rakocevic J, Labudovic Borovic M, Puskas N, Bajcetic M. Relevance and attitudes toward histology and embryology course through the eyes of freshmen and senior medical students: Experience from Serbia. Ann Anat 2016;208:217-21. https://doi.org/10.1016/j.aanat.2016.07.002
  3. Marsh KR, Giffin BF, Lowrie DJ Jr. Medical student retention of embryonic development: impact of the dimensions added by multimedia tutorials. Anat Sci Educ 2008;1:252-7. https://doi.org/10.1002/ase.56
  4. Moraes SG, Pereira LA. A multimedia approach for teaching human embryology: Development and evaluation of a methodology. Ann Anat 2010;192:388-95. https://doi.org/10.1016/j.aanat.2010.05.005
  5. Abid B, Hentati N, Chevallier JM, Ghorbel A, Delmas V, Douard R. Traditional versus three-dimensional teaching of peritoneal embryogenesis: a comparative prospective study. Surg Radiol Anat 2010;32:647-52. https://doi.org/10.1007/s00276-010-0653-1
  6. Peterson DC, Mlynarczyk GS. Analysis of traditional versus three-dimensional augmented curriculum on anatomical learning outcome measures. Anat Sci Educ 2016;9:529-36. https://doi.org/10.1002/ase.1612
  7. Loke YH, Harahsheh AS, Krieger A, Olivieri LJ. Usage of 3D models of tetralogy of Fallot for medical education: impact on learning congenital heart disease. BMC Med Educ 2017;17:54. https://doi.org/10.1186/s12909-017-0889-0
  8. Othman N, Amiruddin MH. Different perspectives of learning styles from VARK model. Procedia Soc Behav Sci 2010;7:652-60. https://doi.org/10.1016/j.sbspro.2010.10.088
  9. Meyer AJ, Stomski NJ, Innes SI, Armson AJ. VARK learning preferences and mobile anatomy software application use in preclinical chiropractic students. Anat Sci Educ 2016;9:247-54. https://doi.org/10.1002/ase.1555
  10. Lujan HL, DiCarlo SE. First-year medical students prefer multiple learning styles. Adv Physiol Educ 2006;30:13-6. https://doi.org/10.1152/advan.00045.2005
  11. Dobson JL. A comparison between learning style preferences and sex, status, and course performance. Adv Physiol Educ 2010;34:197-204. https://doi.org/10.1152/advan.00078.2010
  12. Liew SC, Sidhu J, Barua A. The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students. BMC Med Educ 2015;15:44. https://doi.org/10.1186/s12909-015-0327-0
  13. O'Mahony SM, Sbayeh A, Horgan M, O'Flynn S, O'Tuathaigh CM. Association between learning style preferences and anatomy assessment outcomes in graduate-entry and undergraduate medical students. Anat Sci Educ 2016;9:391-9. https://doi.org/10.1002/ase.1600
  14. Gentner D, Markman AB. Structure mapping in analogy and similarity. Am Psychol 1997;52:45-56. https://doi.org/10.1037/0003-066X.52.1.45
  15. Holyoak KJ, Thagard P. The analogical mind. Am Psychol 1997;52:35-44. https://doi.org/10.1037/0003-066X.52.1.35
  16. Masters J, Christensen M. Please pass the cauliflower: a recipe for introducing undergraduate students to brain structure and function. Adv Physiol Educ 2000;24:22-9. https://doi.org/10.1152/advances.2000.24.1.22
  17. Pena GP, Andrade-Filho Jde S. Analogies in medicine: valuable for learning, reasoning, remembering and naming. Adv Health Sci Educ Theory Pract 2010;15:609-19. https://doi.org/10.1007/s10459-008-9126-2
  18. Frieden IJ, Dolev JC. Medical analogies: their role in teaching dermatology to medical professionals and patients. J Am Acad Dermatol 2005;53:863-6. https://doi.org/10.1016/j.jaad.2005.04.085
  19. Brown S, Salter S. Analogies in science and science teaching. Adv Physiol Educ 2010;34:167-9. https://doi.org/10.1152/advan.00022.2010
  20. Tunuguntla R, Rodriguez O, Ruiz JG, Qadri SS, Mintzer MJ, Van Zuilen MH, Roos BA. Computer-based animations and static graphics as medical student aids in learning home safety assessment: a randomized controlled trial. Med Teach 2008;30:815-7. https://doi.org/10.1080/01421590802263508
  21. Daly CJ, Bulloch JM, Ma M, Aidulis D. A comparison of animated versus static images in an instructional multimedia presentation. Adv Physiol Educ 2016;40:201-5. https://doi.org/10.1152/advan.00053.2015
  22. Ayres P, Marcus N, Chan C, Qian N. Learning hand manipulative tasks: when instructional animations are superior to equivalent static representations. Comput Human Behav 2009;25:348-53. https://doi.org/10.1016/j.chb.2008.12.013
  23. Wong A, Marcus N, Ayres P, Smith L, Cooper GA, Pass F, Sweller J. Instructional animations can be superior to statics when learning human motor skills. Comput Human Behav 2009;25:339-347. https://doi.org/10.1016/j.chb.2008.12.012
  24. Saxena V, Natarajan P, O'Sullivan PS, Jain S. Effect of the use of instructional anatomy videos on student performance. Anat Sci Educ 2008;1:159-65. https://doi.org/10.1002/ase.38
  25. Mayer RE, Moreno R. Nine ways to reduce cognitive load in multimedia learning. Educ Psychol 2003;38:43-52. https://doi.org/10.1207/S15326985EP3801_6
  26. Hu Y, Gao H, Wofford MM, Violato C. A longitudinal study in learning preferences and academic performance in first year medical school. Anat Sci Educ 2018;11:488-95. https://doi.org/10.1002/ase.1757
  27. Schleich JM, Dillenseger JL, Houyel L, Almange C, Anderson RH. A new dynamic 3D virtual methodology for teaching the mechanics of atrial septation as seen in the human heart. Anat Sci Educ 2009;2:69-77. https://doi.org/10.1002/ase.74
  28. Yammine K, Violato C. A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy. Anat Sci Educ 2015;8:525-38. https://doi.org/10.1002/ase.1510
  29. Van Nuland SE, Rogers KA. E-learning, dual-task, and cognitive load: the anatomy of a failed experiment. Anat Sci Educ 2016;9:186-96. https://doi.org/10.1002/ase.1576
  30. Paik ES, Schraw G. Learning with animation and the illusion of understanding. J Educ Psychol 2013;105:278-89. https://doi.org/10.1037/a0030281
  31. Hoyek N, Collet C, Di Rienzo F, De Almeida M, Guillot A. Effectiveness of three-dimensional digital animation in teaching human anatomy in an authentic classroom context. Anat Sci Educ 2014;7:430-7. https://doi.org/10.1002/ase.1446
  32. Berman AC. Good teaching is good teaching: a narrative review for effective medical educators. Anat Sci Educ 2015;8:386-94. https://doi.org/10.1002/ase.1535
  33. Steinert Y, Snell LS. Interactive lecturing : strategies for increasing participation in large group presentations. Med Teach 1999;21:37-42. https://doi.org/10.1080/01421599980011

Cited by

  1. Ethical Rationales and Guidelines for the Continued Use of Archival Collections of Embryonic and Fetal Specimens vol.12, pp.4, 2018, https://doi.org/10.1002/ase.1897