Proper Level of Knowledge on Anatomy for Learning Embryology: Based in the Survey Analysis on the Newly Introduced Teaching Method (Group Presentation of Anatomy) to the Embryology Class.
10.11637/kjpa.2018.31.3.91
- Author:
Youngil LEE
1
Author Information
1. Department of Anatomy, College of Medicine, Dankook University, Korea. anat104@dku.edu
- Publication Type:Original Article
- Keywords:
Embryology;
Anatomy;
Group presentation;
Prerequisite learning;
Systemic embryology
- MeSH:
Curriculum;
Embryology*;
Extraembryonic Membranes;
Fertilization;
Humans;
Learning*;
Methods;
Teaching*
- From:Korean Journal of Physical Anthropology
2018;31(3):91-98
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
Embryology is essential for the undergraduate students of medical college to understand the process and mechanisms related to both normal and abnormal development. In almost all medical colleges, anatomy class precedes embryology or at least begin simultaneously with embryology even when the anatomy related subjects including embryology are operated as integrated process during the course of basic medical science curriculum. However in the medical college of Dankook University, embryology begins in premedical course and also precedes anatomy and other anatomy related subjects. This pattern of curriculum might have its own merit and there shouldn't be any problem or difficulty in learning general embryology contents such as fertilization process, early weeks of development, congenital malformations, and fetal membranes. However, the situation is somewhat different in learning system based embryology which is focused on the development of each human system during the embryonic period. As an attempt of prerequisite learning of anatomical knowledge before beginning each chapter of system based embryology, group presentation method was newly introduced to the embryology class. In this study, a survey analysis was performed in both presentation and non-presentation group. Common survey questionnaire for both presentation and non-presentation group was composed of previous experiences on embryology related subjects, necessities of knowledge on anatomy in learner's aspect, and free comments on embryology class at large. For the presentation group, preferred methods and contents for the prerequisite learning of anatomy, relevances in the level of difficulty and length of presentation class, and preferred level of prerequisite learning of anatomy were added to survey questionnaire. In the results, necessities of knowledge on anatomy in learner's aspect between presentation and non-presentation group was different with statistical significance. In non-presentation group, it was revealed that the students themselves hardly recognize the necessities of prerequisite learning because originally they had no experience on anatomy class. Therefore, the results revealed that the precedent effort of lecturer to supply diverse chances in prerequisite learning of anatomy is a high priority especially when embryology precedes anatomy or other anatomy related subjects.
