Medical student’s perception to different types of set induction in anatomy lectures

다국어 초록 (Multilingual Abstract)

Set induction refers to the process of using a thought-provoking statement, interesting fact, or an audio-visual stimulus at the beginning of lecture to gain student’s attention and give an overview about the lecture topic. In the present study, students were introduced to three types of set induction namely narratives, food-based analogies and humor-based images or activities at the beginning of anatomy lecture and their response to it is collected and analyzed. The objective of the study is to estimate the difference in a questionnaire-based perception score between the three different types of set induction; estimate sex differences in the questionnaire-based perception score. Students rated the validated, 7-item perception questionnaire using a 5-point Likert scale. Students felt that food-based analogies and humor-based images were more interesting, motivated them to participate in lecture-discussion than the narrative set induction. The familiarity of set induction varied between all the three different types of set induction. There was no significant difference in the perception of different types of set induction between male and female undergraduate students. Based on the student’s feedback, it could also serve as a memory aid and ease the students learning experience. Majority of students responded positively to the use of set induction and recommended for its use in future classes.

참고문헌 (Reference)

1 White C, "Why are medical students 'checking out' of active learning in a new curriculum" 48 : 315-324, 2014

2 Sutkin G, "What makes a good clinical teacher in medicine? A review of the literature" 83 : 452-466, 2008

3 Ziegler JB, "Use of humour in medical teaching" 20 : 341-348, 1998

4 Liu YP, "Use of humour in medical education : a survey of students and teachers at a medical school in China" 7 : e018853-, 2017

5 Kusurkar RA, "Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory" 33 : 978-982, 2011

6 Ventura S, "The use of popular movies during lectures to aid the teaching and learning of undergraduate pharmacology" 31 : 662-664, 2009

7 Carnegie JA, "The use of limericks to engage student interest and promote active learning in an undergraduate course in functional anatomy" 5 : 90-97, 2012

8 Aubertine HE, "The set induction process and its application in teaching" 61 : 363-367, 1968

9 Liew SC, "The relationship between learning preferences(styles and approaches)and learning outcomes among pre-clinical undergraduate medical students" 15 : 44-, 2015

10 Schuck RF, "The impact of set induction in a quasi-classroom setting" 18 : 19-29, 1982

11 Holyoak KJ, "The analogical mind" 52 : 35-44, 1997

12 Payne L, "Student engagement : three models for its investigation" 43 : 641-657, 2017

13 Gentner D, "Structure mapping in analogy and similarity" 52 : 45-56, 1997

14 Hargie O., "Skilled interpersonal communication: research, theory and practice" Routledge 2011

15 Fredricks JA, "School engagement : potential of the concept, state of the evidence" 74 : 59-109, 2004

16 Gagne RM, "Principles of instructional design" Thomson Wadsworth 2005

17 Cook DA, "Motivation to learn : an overview of contemporary theories" 50 : 997-1014, 2016

18 Pelaccia T, "Motivation in medical education" 39 : 136-140, 2017

19 Bochennek K, "More than mere games : a review of card and board games for medical education" 29 : 941-948, 2007

20 Frieden IJ, "Medical analogies : their role in teaching dermatology to medical professionals and patients" 53 : 863-866, 2005

21 Dickson KA, "It's all in the mime : Actions speak louder than words when teaching the cranial nerves" 8 : 584-592, 2015

22 McLean M, "Introducing a reward system in assessment in histology : a comment on the learning strategies it might engender" 1 : 7-, 2001

23 Easton G, "How medical teachers use narratives in lectures : a qualitative study" 16 : 3-, 2016

24 Christenson SL, "Handbook of research on student engagement" Springer 2012

25 Nuzhat A, "Gender differences in learning styles and academic performance of medical students in Saudi Arabia" 35 (35): S78-S82, 2013

26 Nguyen HV, "Gender difference in academic planning activity among medical students" 8 : e55845-, 2013

27 Ng JY, "Combining Peyton's four-step approach and Gagne's instructional model in teaching slit-lamp examination" 3 : 480-485, 2014

28 McMenamin PG, "Body painting as a tool in clinical anatomy teaching" 1 : 139-144, 2008

29 Pizzimenti MA, "Assessing student engagement and self-regulated learning in a medical gross anatomy course" 8 : 104-110, 2015

30 Park JS, "Anatomy comic strips" 4 : 275-279, 2011

31 Anyanwu EG, "Anatomy adventure : a board game for enhancing understanding of anatomy" 7 : 153-160, 2014

32 Brown S, "Analogies in science and science teaching" 34 : 167-169, 2010

33 Pena GP, "Analogies in medicine : valuable for learning, reasoning, remembering and naming" 15 : 609-619, 2010

34 McMenamin PG, "A simple interactive teaching aid for medical undergraduates studying the brachial plexus" 27 : 169-171, 2005

35 Janssen A, "A little healthy competition : using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content" 15 : 173-, 2015