Prosection of the Goat’s Eye as a Teaching-Learning Method for the Undergraduate Medical Students During Clinical Postings in a Medical College in South India: A Study of Reflections
Background: Understanding the complex anatomy of the eyeball is challenging for a medical undergraduate student. We evaluated the effectiveness of prosection (demonstrated dissection) of enucleated goat's eye as a teaching-learning method and explored the reflections of the undergraduate medica...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Medknow Publications
2020-10-01
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| Series: | Delhi Journal of Ophthalmology |
| Subjects: | |
| Online Access: | https://journals.lww.com/10.7869/djo.588 |
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| Summary: | Background:
Understanding the complex anatomy of the eyeball is challenging for a medical undergraduate student. We evaluated the effectiveness of prosection (demonstrated dissection) of enucleated goat's eye as a teaching-learning method and explored the reflections of the undergraduate medical students.
Methods:
After ethical approval and informed consent, the study was conducted on 71 undergraduate students during their clinical postings in ophthalmology. The students were randomized into two arms. Arm A was taught anatomy of the eye using PowerPoint presentation and arm B using prosection. Pre and post-test questionnaires were provided to compare knowledge scores. Students were asked to write their reflections about prosection.
Results:
Mean pre and post Day 0 and Day 7 knowledge scores in both arms were identical and did not differ statistically (p=0.530, 0.97, 0.92) indicating that both the interventions were - quantitatively speaking - equally effective. Students' reflections on prosection were analyzed qualitatively. Students enjoyed the novelty of the teaching method, appreciated the unraveling of the complicated ocular anatomical arrangements, understood the eye three-dimensionally, saw the otherwise invisible structures of the eye, appreciated the transparent structures and discerned the complexity and interrelatedness of structures. Students reported enhanced learning through touching, feeling and seeing. They indicated that the learning was self- directed, collaborative, and promoted situated-learning through participation. Students opined that prosection supplemented by PowerPoint presentation should be included in the undergraduate ophthalmology curriculum.
Conclusion:
Prosection, when aided by a systematic commentary and interaction, stimulates multi-modal learning to understand ocular anatomy and should be included in the curriculum to create an interest in the subject of ophthalmology among medical undergraduate students. |
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| ISSN: | 0972-0200 2454-2784 |