Journal of Education and Health Promotion

Digital technology for facilitating inquiry‑based learning during the COVID pandemic for human anatomy course

Document Type : Original Article

Authors

. Neeraj Vedi
. Puja Dulloo
. Praveen Singh

Department of Physiology, PSMC, Bhaikaka University, Karamsad, Gujarat, India

Abstract
BACKGROUND: Linking anatomy with the clinical approach for creating an inquisitive mind for
a millennium via the digital platform is the need of the hour. Traditional lecturing makes students
have rote memorization of the human anatomy. The inquiry‑based project will allow undergraduate
medical students to have a deeper understanding of human anatomy along with team building and
interpersonal skill development. This approach of teaching would allow students to link the content
taught for human anatomy with its clinical applicability and probably generate inquisitiveness for
further exploring the course content. The study aimed to appraise and assess the perception of
medical students and faculty about the inquiry‑based digitalized project presentation.
MATERIALS AND METHODS: A descriptive cross‑sectional study was conducted for inquiry‑based
project presentation where students were divided into 15 groups with 15 inquiries, which were
presented as projects on a digital platform under the guidance of the facilitator. The perception
of students and faculty for the inquiry‑based approach was collected using a validated survey
questionnaire. The quantitative data were analyzed by SPSS‑version 15, using descriptive statistics,
Friedman’s rank, and thematic analysis for qualitative data.
RESULT: In total, 117 students participated in the pre‑test and 129 in the post‑test part of the study.
Also, 79.1% of students appreciated that the inquiry‑based project presentation approach allowed
them to link anatomy with different courses; 73.6% agreed that this approach has a positive impact
on their attitude toward learning anatomy. Then, 75.2% students appreciated of learning new skills
using the digital platform. They agreed to have developed leadership (65.1%) and team‑building
skills (83.7%) and self‑directed learning (SDL) improvement (71.3%). However, some students (9.3%)
and faculty (16.7%) had been ostracized for presenting their inquiry‑based projects on a digital
platform, whereas 65.1% of students appreciated this approach.
CONCLUSION: Inquiry‑based learning approach would allow students to have a deeper
understanding of the subject knowledge and skills for the SDL and learn strategies for the usage of
virtual technology for literature search.

Keywords

Conceptual change
COVID‑19
human anatomy
inquiry‑based learning
online exchanges
online learning
pandemic
1. Mieg HA. Introduction: Inquiry-Based Learning - Initial
Assessment; Chapter-1. Inquiry-Based Learning – Undergraduate
Research. The German Multidisciplinary Experience. Springer
Nature Switzerland. 2019.
2. Prince MJ, Felder RM. Inductive teaching and learning methods:
Definitions, comparisons, and research bases. J Eng Educ
2006;95:123‑38.
3. Sabouri M, Shakibazadeh E, Mohebbi B, Tol A, Yaseri M, Babaee S.
Effectiveness of an educational intervention using theory of
planned behavior on health care empowerment among married
reproductive‑age women: A randomized controlled trial. J Educ
Health Promot 2020;9:293.
4. Kember D. A reconceptualization of the research into university
academics’ conceptions of teaching. Learning and Instruction
1997;7:255‑75.
5. Gibbs G. Learning by Doing: A Guide to Teaching and Learning
Methods. London: Further Education Unit; 1988. Available
from: https://thoughtsmostlyaboutlearning.files.wordpress.
com/2015/12/learning‑by‑doing‑graham‑gibbs.pdf. [Last
accessed on 2021 Jun].
6. Healey M, Roberts J. Engaging students in active learning: Case
studies in geography, environment, and related disciplines.
Cheltenham: University of Gloucestershire, Geography Discipline
Network and School of Environment; 2004. Available from:
https://gdn.glos.ac.uk/active/engagingstudents.pdf. [Last
accessed on 2021 Jun].
7. Barrow LH. Encouraging creativity with scientific inquiry.
Creative Educ 2010;1:1‑6. doi: 10.4236/ce. 2010.11001.
8. Biggs J, Tang C. Teaching for Quality Learning at University.
4th ed. London: Open University Press; 2011. Available from:
https://cetl.ppu.edu/sites/default/files/publications/‑John_
Biggs_and_Catherine_Tang‑_Teaching_for_Quali‑BookFiorg‑.
pdf. [Last accessed on 2021 Jun].
9. Dixit SG, Potaliya P, Nayeemudin SM, Ghatak S. Low fidelity
model making activity by students: A novel way of learning
concepts of neuroanatomy. J Clin Neurosci 2018;52:100–4.
10. Pamplona AV, Al‑Saadi FT, Al‑Ghenaimi SA. Anatomy
and physiology model making project: Assessing students’
perceptions, learning gains and academic outcomes. J Nurs Educ
Pract 2019;9:53‑60.
11. Vesikivi P, Lakkala M, Holvikivi J, Muukkonen H. The impact of
project‑based learning curriculum on first‑year retention, study
experiences, and knowledge work competence. Res Papers Educ
2019;35:1‑18. doi: 10.1080/02671522.2019.1677755.
12. Braun V, Clarke V. Using thematic analysis in psychology.
Qualitative Res Psychol 2006;3:77‑101.
13. Patel JR, Patel DS, Parmar J, Thaker R, Desai R. Approach of
medical students towards project‑based learning. Indian J Basic
Appl Med Res 2014;4:499‑502
14. Nerurkar AB, Dhanani JV. Effectiveness of project‑based learning
in teaching microbiology to undergraduate medical students. J
Res Method Educ 2016;6:19‑22.
15. Nayak SB, Mishra S, George BM, Kumar N. Student Project
in Anatomy (SPA) – Making the first year medical students
responsible and creative. J Clin Diagn Res 2016;10:JC10‑2.
16. Mateo E, Sevillano E. Project‑based learning methodology in
the area of microbiology applied to undergraduate medical
research. FEMS Microbiol Lett 2018;365:1‑7. doi: http://dx.doi.
org/10.1093/femsle/fny129.
17. Shah HN, Patel DS, Chhatriwala MN. Project‑based learning, an
effective tool for the active teaching‑learning method for first‑year
medical students. Int J Curr Res Rev 2021;13:41‑6.
18. Borroni C, Pimentel‑Ávila A, Stoore C, Hidalgo C, Diamond K,
Vásquez‑Carrillo C, et al. A unique approach to Project‑Based
Learning (PjBL) in a veterinary anatomy course. Medical Sci
Educator 2021;31:511–7.
19. Mallashetty N, Itagi V, Angadi AV. Model making exercise‑ A
new tool for teaching & learning anatomy and perception
of students towards it. J Educational Res Medical Teacher
2015;3:34‑6.
20. Kaul V, de Moraes AG, Khateeb D, Greenstein Y, Winter G,
Chae JM, et al. Medical education during the COVID‑19 pandemic.
Chest 2021;159:1949‑60.
21. Lucey CR, Johnston C. The Transformational Effects of COVID‑19
on medical education. JAMA 2020;324:133‑4.
22. Papapanou M, Routsi E, Tsamakis K, Fotis L, Marinos G,
Lidoriki I, et al. Medical education challenges and innovations
during COVID‑19 pandemic. Postgrad Med J 2022;98:321‑7.
23. Alkhowailed MS, Rasheed Z, Shariq A, Elzainy A, El Sadik A,
Alkhamiss A, et al. Digitalization plan in medical education during
COVID‑19 lockdown. Inform Med Unlocked 2020;20;100432. doi:
10.1016/j.imu. 2020.100432.
24. Bhat GM, Bhat IH, Shahdad S, Rashid S, Khan MA, Patloo AA.
Analysis of feasibility and acceptability of an E‑Learning module
in anatomy. Anat Sci Educ 2021. doi: 10.1002/ase. 2096.
Journal of Education and Health Promotion
Volume 12, Issue 9
October 2022
Pages 1-10

Home

Guide for Authors

Submit Manuscript

Reviewers

Contact Us