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Conference Paper: Application of Dissection Peer-support System In Pre Preclinical Gross Anatomy Education

TitleApplication of Dissection Peer-support System In Pre Preclinical Gross Anatomy Education
Authors
Issue Date2019
PublisherFederation of American Societies for Experimental Biology. The Journal's web site is located at http://www.fasebj.org/
Citation
The American Association of Anatomists Annual Meeting At Experimental Biology, Orlando,USA, 6-9 April 2019. In FASEB Journal, 2019, v. 33 n. 1, Suppl., Abstract Number 605.4 How to Cite?
AbstractIn order to make gross anatomy dissection class an active learning environment where students contribute in generating questions and ideas, providing peer feedback, and building their own learning sessions, we designed dissection peer-support system (DPSS), incorporating active learning and peer teaching activities. The impact of the application of DPSS is investigated. In each dissection class, we provide 29 cadavers for each cohort of 230–240 MBBS students. Through DPSS, dissection video tasks focusing on key anatomical features and clinical relevance are assigned to students; students work in groups and use the tablet computers provided to make high-resolution short dissection videos with commentary. The videos will be uploaded to DPSS platform for viewing and rating by all 29 groups of students. Students can learn key points and procedures of dissection from the videos created by peer groups and compare anatomical variations and pathological features of all 29 cadavers. We assess the impact of DPSS on students’ achievement of learning outcomes and overall learning experience, by utilizing DPSS built-in peer rating system for videos and learning-experience survey adopted from the Technology-Enabled Active Learning Inventory (TEAL). We also monitor and analyze students’ DPSS activities, including view count, peer rating and peer interaction. The preliminary study follows 10 groups of students, in 4 dissection practical sessions. We received 60 short dissecting videos produced by students, together with peer ratings and comments. The results showed that students participated enthusiastically, performed competently in completing dissection tasks and explaining important anatomical structures, and perceived positively in the active learning experience aided by DPSS. Further analysis of the data collected is currently undergoing. We designed a quantitative crossover study to assess students’ learning experience and achievement of learning outcomes, with and without DPSS system. We will perform this study in full scale involving all 29 groups of students next semester, when the new round of dissection class starts. DPSS project is part of the Pedagogic & Active Learning Mobile Solutions (PALMS), a University Grants Committee (Hong Kong) Funding Scheme for Teaching and Learning Related, and is approved by Human Subjects Ethics Sub-committee (HSESC) PolyU, Ref: HSEARS20171128001. Traditionally, 6 teachers will be on-site for each 3-hour dissection class and their work intensity is very high. It is also difficult for teachers to attend the individual need for every student. With DPSS, we provide a peer support and peer assessment learning environment, with the aims of helping students to develop vital skills for communication and presentation, further their understanding of basic knowledge and clinical skills, and foster responsibility for their own learning.
Persistent Identifierhttp://hdl.handle.net/10722/274596
ISSN
2017 Impact Factor: 5.595
2015 SCImago Journal Rankings: 2.775

 

DC FieldValueLanguage
dc.contributor.authorYang, J-
dc.contributor.authorChan, LK-
dc.contributor.authorFok, WWT-
dc.contributor.authorTing, FZT-
dc.contributor.authorShroff, RH-
dc.date.accessioned2019-08-18T15:04:58Z-
dc.date.available2019-08-18T15:04:58Z-
dc.date.issued2019-
dc.identifier.citationThe American Association of Anatomists Annual Meeting At Experimental Biology, Orlando,USA, 6-9 April 2019. In FASEB Journal, 2019, v. 33 n. 1, Suppl., Abstract Number 605.4-
dc.identifier.issn0892-6638-
dc.identifier.urihttp://hdl.handle.net/10722/274596-
dc.description.abstractIn order to make gross anatomy dissection class an active learning environment where students contribute in generating questions and ideas, providing peer feedback, and building their own learning sessions, we designed dissection peer-support system (DPSS), incorporating active learning and peer teaching activities. The impact of the application of DPSS is investigated. In each dissection class, we provide 29 cadavers for each cohort of 230–240 MBBS students. Through DPSS, dissection video tasks focusing on key anatomical features and clinical relevance are assigned to students; students work in groups and use the tablet computers provided to make high-resolution short dissection videos with commentary. The videos will be uploaded to DPSS platform for viewing and rating by all 29 groups of students. Students can learn key points and procedures of dissection from the videos created by peer groups and compare anatomical variations and pathological features of all 29 cadavers. We assess the impact of DPSS on students’ achievement of learning outcomes and overall learning experience, by utilizing DPSS built-in peer rating system for videos and learning-experience survey adopted from the Technology-Enabled Active Learning Inventory (TEAL). We also monitor and analyze students’ DPSS activities, including view count, peer rating and peer interaction. The preliminary study follows 10 groups of students, in 4 dissection practical sessions. We received 60 short dissecting videos produced by students, together with peer ratings and comments. The results showed that students participated enthusiastically, performed competently in completing dissection tasks and explaining important anatomical structures, and perceived positively in the active learning experience aided by DPSS. Further analysis of the data collected is currently undergoing. We designed a quantitative crossover study to assess students’ learning experience and achievement of learning outcomes, with and without DPSS system. We will perform this study in full scale involving all 29 groups of students next semester, when the new round of dissection class starts. DPSS project is part of the Pedagogic & Active Learning Mobile Solutions (PALMS), a University Grants Committee (Hong Kong) Funding Scheme for Teaching and Learning Related, and is approved by Human Subjects Ethics Sub-committee (HSESC) PolyU, Ref: HSEARS20171128001. Traditionally, 6 teachers will be on-site for each 3-hour dissection class and their work intensity is very high. It is also difficult for teachers to attend the individual need for every student. With DPSS, we provide a peer support and peer assessment learning environment, with the aims of helping students to develop vital skills for communication and presentation, further their understanding of basic knowledge and clinical skills, and foster responsibility for their own learning.-
dc.languageeng-
dc.publisherFederation of American Societies for Experimental Biology. The Journal's web site is located at http://www.fasebj.org/-
dc.relation.ispartofThe FASEB Journal-
dc.titleApplication of Dissection Peer-support System In Pre Preclinical Gross Anatomy Education-
dc.typeConference_Paper-
dc.identifier.emailYang, J: jianyang@hku.hk-
dc.identifier.emailChan, LK: lapki@hku.hk-
dc.identifier.emailFok, WWT: wilton@hkucc.hku.hk-
dc.identifier.authorityChan, LK=rp00536-
dc.identifier.authorityFok, WWT=rp00116-
dc.identifier.hkuros301276-
dc.identifier.volume33-
dc.identifier.issue1, Suppl.-
dc.identifier.spageAbstract Number 605.4-
dc.identifier.epageAbstract Number 605.4-
dc.publisher.placeUnited States-

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