Chandrika Teli

Abstract

Background: A self-explanatory, multidimensional yet tailor made method is needed to teach complex and intricate networks in Neuroanatomy. Mind maps use a 360 approach-a central theme, radially expanding concepts explained using colours, pictures, interrelated & strategic arrangement. Mind maps are tools of active learning using constructivist theory. Objective: To compare mind mapping and didactic instructional method in learning neuroanatomy for first MBBS students. To assess students’ perception about mind mapping. Methodology: Random controlled cross over study design was used. Pre-validated multiple-choice questions were used to assess the knowledge scores. Knowledge scores were compared by unpaired t and Mann-Whitney u test. Results: Mean Knowledge scores of students in mind mapping group were better than students in didactic lecture group. The difference was statistically significant by applying quantitative [p value < 0> 95% confidence interval] and qualitative [p value < 0> Conclusion: Mind mapping helps in better recall and is effective in teaching complex conceptual subjects. Keywords: Mind mapping, Neuroanatomy, Recall, Teaching learning method.

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Introduction: Educational environment is physical, social and psychological context in which student learn. This definitely affects student’s academic success, achievements, motivation to learn. 1–6 There is a need to identify effect, strengths and weakness of current educational environment. Objectives: To compare perception of educational environment among students and teachers on Dundee Ready Educational Environment Measure (DREEM) questionnaire. To find out strengths and weakness of the educational environment. Materials and Methods: Cross sectional, Questionnaire based. students 2nd-9th semester. (N=500, Age–18-25yr) Teaching staffs from all departments(N=100) After institutional ethical committee clearance and written informed consent DREEM questionnaire given which encompasses five subscales. Statistical Analysis: For all domains. Parametric tests- mean + SD. t-test used for comparison of student and teachers on each category. P value of 0.05 was considered statistically significant. Non-parametric test used Mann-Whitney test. Results: The educational environment scores were 135.38+15.41 (67.69%) for the teachers and 127.77+12.82 (62.81%) for the students (P for the subscales were perception of Learning, perception of teachers and perception of Atmosphere and non-significant were for Academic self-perception and for Social Self-perception. Conclusions: Teachers and students both perceive the educational environment positively but in subscales teachers perceived it more positive and acceptable. The strengths were knowledgeable teachers, having good friends, confident about passing and Weakness identified by students were memorize which may be due to traditional teacher centred curriculum. Keywords: Dreem questionnaire, Educational environment, Perception.

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Introduction: Cadaveric dissection forms integral part of learning anatomy. Few students are actively involved in dissection and remaining are passive observers. Present study was conducted to compare students’ perception about cadaveric dissection practices following group dynamics [allotting a dissectiontask related to each student] And effect of following group dynamics during cadaveric dissection on student’s performance. Materials and Methods: Perception and performance in theory and practical assessments were compared between control group [not following group dynamics] and study group [following group dynamics]. Results: Study group perceived following group dynamics has positive effect on learning and skill acquisition. Difference in performance was not significant in first theory assessment between study and control group, study group performed significantly better in both practical and second theory assessment. Conclusion: Group dynamics used during dissections help students perform better by understanding complex task by peer learning and feedback and also helps them to develop leadership, time management and communication skills. Keywords: Cadaveric dissection, Dynamics, Group performance, Roles, Learning.

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