1.The Outcomes of Team-based Learning on Test Performance, Cognitive Engagement and Motivation in Preclinical Anatomy Practical Classes
Shamsi Amalina Shamsuddin ; Fazlina Kasim ; Jamilah Al-Muhammady Mohammad ; Muhamad Saiful Bahri Yusoff ; Siti Nurma Hanim Hadie
Malaysian Journal of Medicine and Health Sciences 2021;17(No.2):18-27
Introduction: Designing an engaging teaching strategy that enhances the clinical application of anatomy knowledge
is important for effective learning. Hence, this study was carried out to evaluate the outcomes of team-based learning (TBL) approach on students’ learning during gross anatomy practical classes. Method: A randomised-controlled
trial was conducted on 215 pre-clinical year medical students, who were divided into TBL and control groups. Both
groups attended the same anatomy lecture before the practical session. The TBL group underwent three phases of
activities, which were pre-practical assignment (Phase-1), individual and team readiness assurance tests followed
by a debriefing session (Phase-2), and group application task (Phase-3). Concurrently, the control group received a
reading material as their pre-practical assignment and attended a practical session in the form of an anatomy model
demonstration. Pre- and post-practical assessments were measured 30 minutes before and after the practical sessions. The students’ cognitive engagement and motivation were also measured after the practical sessions. Results:
The TBL group among the Year-1 students outperformed the control group in all the test performance measures. The
TBL group of the Year-1 students was also found to have greater improvement of test scores compared to their control
counterparts. The TBL group was found to have significantly higher cognitive engagement scores only among the
Year-2 students. However, the internal motivation scores were not significant in both cohorts. Conclusion: These
results indicate that the TBL session contributes positive outcomes to students’ learning in anatomy context.
2.Exploring the Potential Use of Supplementary E-learning Tools for Integrated Anatomy-Radiology Teaching
Nur Atiqah Sa&rsquo ; hari @Ramli ; Siti Nurma Hanim Hadie @Haji ; Fazlina Kasim ; Ahmad Hadif Zaidin Samsudin ; Shamsi Amalina Shamsuddin
Malaysian Journal of Medicine and Health Sciences 2022;18(No.1):290-296
The evolution of anatomy education yields a variety of instructional strategies to enhance students’ comprehension
of gross anatomy. Apart from these multi-modality approaches, various studies suggest that anatomy instruction
is more effective when it is taught with radiological integration during the early phase of the medical curriculum.
Studies have shown that the introduction of basic radiological knowledge in anatomy learning enhances visuospatial
skills, which are important for safe clinical practice. Nevertheless, considerable variation in the radiological anatomy
teaching exists in terms of delivery methods, radiological materials, and teaching time. One way to address these
limitations is by using integrated radiology anatomy e-learning platforms. Recent advancements in technology have
given rise to immense attention to e-learning platforms, which have been considered to be an effective modality in
optimising the student learning process. Hence, this article explores the potential use of e-learning tools, namely
integrated with radiological imaging, in teaching gross anatomy.
3.The Benefits and Challenges of Clinical Work-based Surface Anatomy Learning Among Preclinical Medical Students
Yasrul Izad Abu Bakar ; Asma&rsquo ; Hassan ; Husnaida Abdul Manan @Sulong ; Muhamad Saiful Bahri Yusoff ; Fazlina Kasim ; Siti Nurma Hanim Hadie
Malaysian Journal of Medicine and Health Sciences 2022;18(No.2):173-180
Knowledge on surface anatomy enables medical students and graduates to locate anatomical structures exteriorly,
improve their clinical and procedural skills and interpret ultrasonographic and radiographic images. Hence, a standard surface anatomy knowledge is essential for attainment of clinical skill competency. Nevertheless, there is lack
of attention given on surface anatomy in the medical curriculum as it is usually delivered didactically or during selfstudy by the students. Owing to limitations in cadaveric dissection in many institutions, lecture-based instruction,
e-learning materials, living anatomy models, radiological imaging and anatomy software are used in teaching surface
anatomy; however, none of these methods proved to be effective over the others. Furthermore, some of these teaching resources lack clinical relevancy, possibly impeding students’ appreciation on learning surface anatomy. Hence,
integrating clinical input during surface anatomy teaching by involving patients in an actual clinical environment is
pertinent. This article demonstrates the benefits and challenges of teaching surface anatomy in the clinical setting to
medical students and highlights the need to design an evidence-based framework of work-based surface anatomy
learning.