. Ali Noorafshan; . Leila Hoseini; . Mitra Amini; . Mohammad‑Reza Dehghani; . Javad Kojuri; . Leila Bazrafkan
Volume 4, Issue 2 , May 2014, , Pages 1-4
Abstract
Objective: Learning by lecture is a passive experience. Many innovative techniques have beenpresented to stimulate students to assume a more active attitude toward learning. In this ...
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Objective: Learning by lecture is a passive experience. Many innovative techniques have beenpresented to stimulate students to assume a more active attitude toward learning. In this study,simultaneous sketch drawing, as an interactive learning technique was applied to teach anatomyto the medical students. Materials and Methods: We reconstructed a fun interactive model ofteaching anatomy as simultaneous anatomic sketching. To test the model’s instruction effectiveness,we conducted a quasi‑ experimental study and then the students were asked to write their learningexperiences in their portfolio, also their view was evaluated by a questionnaire. Results: The resultsof portfolio evaluation revealed that students believed that this method leads to deep learning andunderstanding anatomical subjects better. Evaluation of the students’ views on this teaching approachwas showed that, more than 80% of the students were agreed or completely agreed with this statementthat leaning anatomy concepts are easier and the class is less boring with this method. More than60% of the students were agreed or completely agreed to sketch anatomical figures with professorsimultaneously. They also found the sketching make anatomy more attractive and it reduced the timefor learning anatomy. These number of students were agree or completely agree that the method helpthem learning anatomical concept in anatomy laboratory. More than 80% of the students found thesimultaneous sketching is a good method for learning anatomy overall. Conclusion: Sketch drawing,as an interactive learning technique, is an attractive for students to learn anatomy.
