Chakrabarti S.,Vidya B. M. (2020). Perception of Students on Online Self-Assessment Tool in Anatomy During COVID-19 Crisis

ANNOUNCEMENTS

Submission for the Journal in 2024 is open now More

Acceptance of Application Forms for Participation in International Competition
ICMHDS-2024 has already closed More

Acceptance of Application Forms for Participation in International Academic Conferences

PPPMSF-2024 & CIES-2024 has already closed More

Perception of Students on Online Self-Assessment Tool in Anatomy During COVID-19 Crisis

Chakrabarti S.¹, Vidya B. M.¹

¹ Saveetha Medical College and Hospital, Chennai, India

Abstract

Background and Aim of Study: As anatomy subject is the basis of the MBBS curriculum, it’s clear understanding and knowledge is needed. Syllabus of anatomy is vast and also volatile, to summarise large amounts of facts and train students for acquisition of the skills, we believe that students learn by practice. Due to COVID-19 crisis on educational system online learning and assessment of students has become a preferable replacement of conventional in person teaching and learning. The aim of the study: to determine the perception of first year MBBS students on online self-assessment tool in anatomy, to evaluate their academic achievements during COVID-19 crisis.

Material and Methods: The present study included 50 students of first year MBBS of Saveetha Medical College. Steps to conduct the aim for divided in two google forms, one contains challenging questions on the topic Lungs and Heart and other was a questionnaire to know the students’ perception on this online assessment tool.

Results: It was observed that majority of the students have attempted the first google form and have also performed really well in it. 80% of the students were successful in giving the right answer for the questions given. In the second google form, which was a questionnaire, 85% of the students have found this online self-assessment to be really useful, interesting and easy way of learning. They found the questions to be challenging and help them to remember the topic in a long run. 91% of the students have liked the way of learning.

Conclusions: Online self-assessment tool definitely proved to be a student friendly method of learning. This method gave them a way to learn and practice their subject topics as well as helped them in improving their perception and memory.

Keywords

education, students, perception, memory, anatomy, COVID-19

References

Al-Hayani, A. M., El-Aziz, G. S. A., Eldeek, B. S., & Hammad, S. (2008). Evaluation of using the interactive multimedia in teaching Anatomy. Benha Medical Journal, 5, 12–15.

Bandyopadhyay, R., & Biswas, R. (2017). Students’ perception and attitude on methods of Anatomy teaching in a Medical College of West Bengal, India. Journal of clinical and diagnostic research, 11(9), AC10–AC14. doi:10.7860/JCDR/2017/26112.10666

Chapman, S. J., Hakeem, A. R., Marangoni, G., & Prasad, K. R. (2013). Anatomy in medical education: perceptions of undergraduate medical students. Annals of Anatomy, 195(5), 409–414. doi:10.1016/j.aanat.2013.03.005

Davis, S. E., & Dargusch, J. M. (2015). Feedback, iterative processing and academic trust – Teacher Education students’ perceptions of assessment feedback. Australian Journal of Teacher Education, 40(1), 10. doi:10.14221/ajte.2015v40n1.10

Densen, P. (2011). Challenges and opportunities facing medical education. Transactions of the American Clinical and Climatological Association, 122, 48–58.

Epstein, R. M. (2007). Assessment in medical education. The New England Journal of Medicine, 356(4), 387–396. doi:10.1056/NEJMra054784

Gune, A. R., More, S. S., Satpue, S. P., Wagh, D. T., & Nikam, V. R. (2018). Perception of first year MBBS students on self-directed learning in Anatomy: Improves concept, retention and communication skills. Journal of Medical Science and Clinical Research, 6(4), 478–482. doi:10.18535/jmscr/v6i4.79

Hassanzadeh, G., Hassanpoor, N., Jalali, A., Hassanzadeh, N., Jafari, M., & Panahi, N. (2012). Teaching anatomy: Viewpoints of Iranian anatomists. Thrita, 1(2), 62–66. doi:10.5812/thrita.6434

Houlden, S., & Veletsianos, G. (2020, March 12). Coronavirus pushes universities to switch to online classes – but are they ready? The Conversation. Retrieved from https://theconversation.com/coronaviruspushes-universities-to-switch-to-online-classes-but-arethey-ready-132728

Jaiswal, R., Sathe, S., Gajbhiye, V., & Sathe, R. (2015). Students perception on methods of Anatomy teaching and assessment. International Journal of Anatomy and Research, 3(2), 1103–1108. doi:10.16965/ijar.2015.161

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. doi:10.1207/s15326985ep4102_1

Kooloos, J. G., de Waal Malefijt, M. C., Ruiter, D. J., & Vorstenbosch, M. A. (2012). Loosely-guided, self-directed learning versus strictly-guided, station-based learning in gross anatomy laboratory sessions. Anatomical Sciences Education, 5(6), 340–346. doi:10.1002/ase.1293

Knowles, M. S., & Associates. (1984). Andragogy in Action. Applying Modern Principles of Adult Education. San Francisco, CA: Jossey Bass.

Kramer, B., & Soley, J. T. (2002). Medical student perception on problems in Anatomy. East African Medical Journal, 79(8), 408–414. doi:10.4314/eamj.v79i8.8826

Leslie, S. (2017). Designing an interactive web-based tutorial for health sciences students: A collaborative library project. Medical Reference Services Quarterly, 36(1), 90–96. doi:10.1080/02763869.2017.1259925

Melnyk, Yu. B., & Pypenko, I. S. (2020). How will blockchain technology change education future?! International Journal of Science Annals, 3(1), 5–6. doi:10.26697/ijsa.2020.1.1

Melnyk, Yu. B., Pypenko, I. S., & Maslov, Y. V. (2020). COVID-19 pandemic as a factor revolutionizing the industry of higher education. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(5), 1–6. doi:10.21659/rupkatha.v12n5.rioc1s19n2

Melnyk, Yu. B., Yekhalov, V. V., & Sedinkin, V. A. (2020). The role and influence of “clip thinking” on the educational process in medical education. Interdisciplinary Journal of Virtual Learning in Medical Sciences 11(1), 61–64. doi:10.30476/IJVLMS.2020.85375.1019

Murad, M. H., Coto-Yglesias, F., Varkey, P., Prokop, L. J., & Murad, A. L. (2010). The effectiveness of self-directed learning in health professions education: a systematic review. Medical Education, 44(11), 1057–1068. doi:10.1111/j.1365-2923.2010.03750.x.

Nagar, S. K., Malukar, O., Kubavat, D., Prajapati, V., Ganatra, D., & Rathwa, A. (2012). Students’ perception on anatomy teaching methodologies. National Journal of Medical Research, 2(1), 111–112.

Obad, A. S., Peeran, A. A., Shareef, M. A., Alsheikh, W. J., Kalagi, D. A., AlAmodi, A. A., … Yaqinuddin, A. (2016). Assessment of first-year medical students’ perceptions of teaching and learning through team-based learning sessions. Advances in Physiology Education, 40(4), 536–542. doi:10.1152/advan.00001.2016

O’Byrne, P. J., Patry, A., & Carnegie, J. A. (2008). The development of interactive online learning tools for the study of Anatomy. Medical Teacher, 30(8), e260–e271. doi:10.1080/01421590802232818

Punja, R., Sumalatha, S., & Hosapatna, N. (2019). Perspective of the 1^st year undergraduate medical students in learning Anatomy. Journal of the Anatomical Society of India, 68(2), 129–132. doi:10.4103/JASI.JASI_59_19

Rafique, S., & Rafique, H. (2013). Students’ feedback on teaching and assessment. Journal of Pakistan Medical Association, 63(9):1205–1209.

Riggs, S. (2020, April 15). Student-centered remote teaching: Lessons learned from online education. Educause Review. Retrieved from https://er.educause.edu/blogs/2020/4/student-centered-remote-teaching-lessons-learned-from-online-education

Shamkuwar, S., & Mokhasi, V. (2018). Students perception on internal assessment in Anatomy. International Journal of Anatomy and Research, 7(3.3), 6939–6943. doi:10.16965/ijar.2019.264

Smythe, G., & Hughes, D. (2008). Self-directed learning in gross human anatomy: assessment outcomes and student perceptions. Anatomical Sciences Education, 1(4), 145–153. doi:10.1002/ase.33

Tabish, S. A. (2008). Assessment method in medical education. International Journal of Health Sciences, 2(2), 3–7. Retrieved from https://ijhs.org.sa/index.php/journal/article/view/44

Zimmerman, J. (2020, March 10). Coronavirus and the great online-learning experiment. Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/Coronavirusthe-Great/248216

Crossmark

https://doi.org/10.26697/ijsa.2020.2.3

Full Text

License

Information about the authors:

Chakrabarti Sudakshina – https://orcid.org/0000-0003-1344-8317; Doctor of Medicine, Associate Professor of Anatomy, Saveetha Medical College and Hospital, Chennai, India.
Vidya Bhansali Miss – https://orcid.org/0000-0002-8827-2216; Saveetha Medical College and Hospital, Chennai, India

Cite this article as:

APA

Chakrabarti, S., & Vidya, B. M. (2020). Perception of Students on Online Self-Assessment Tool in Anatomy During COVID-19 Crisis. International Journal of Science Annals, 3(2), 16–22. https://doi.org/10.26697/ijsa.2020.2.3

Harvard

Chakrabarti, S., & Vidya, B. M., 2020. "Perception of Students on Online Self-Assessment Tool in Anatomy During COVID-19 Crisis”, authors Batuchina A., Straksiene G.". International Journal of Science Annals, [online] 3(2), pp.16–22. viewed 20 December 2020, https://culturehealth.org/ijsa_archive/ijsa.2020.2.3.pdf

Vancouver

Chakrabarti S., Vidya B. M. Perception of Students on Online Self-Assessment Tool in Anatomy During COVID-19 Crisis. International Journal of Science Annals [Internet]. 2020 [cited 20 December 2020]; 3(2):16–22. Available from: https://culturehealth.org/ijsa_archive/ijsa.2020.2.3.pdf https://doi.org/10.26697/ijsa.2020.2.3