Fables in Anatomy: Enhancing Clinical Anatomy Learning through Analogy-based Teaching in the Form of Storytelling
Amith Ramosa, Vineetha K. Ramdas Nayakb✉, Anusha Rashmic, Pretty Rathnakard
- aDepartment of Anatomy, College of Medicine, American University of Antigua, Antigua and Barbuda, West Indies
- bDepartment of Physiology, Kanachur Institute of Medical Sciences, Mangalore, Karnataka, India
- cDepartment of Community Medicine, K S Hegde Medical Academy, NITTE Deemed to be University, Mangalore, Karnataka, India
- dDepartment of Anatomy, K S Hegde Medical Academy, NITTE Deemed to be University, Mangalore, Karnataka, India
- ✉Corresponding author
Papers open inside SciRah from the original publisher or repository; SciRah never hosts them.
Abstract
Background: Teachers are regularly employing newer teaching–learning methods to engage students in advanced levels of learning. “Fables in Anatomy” is one novel pedagogical strategy that is expressing a complex anatomical structure in the form of short stories. The current study aims to evaluate the effect of active learning strategies like storytelling using analogies on student learning of musculoskeletal anatomy. Materials and Methods: Students enrolled into 1 st -year medicine program in the academic year 2021 and 2022 at an Indian medical school participated in this study. These students were introduced to Fables in Anatomy (FIA) modules. Pre- and posttest assessments were conducted to analyze the knowledge gain following FIA sessions and traditional teaching modules. Students’ experiences with FIA and their attitudes toward the inclusion of the same into the course curriculum were analyzed using a feedback questionnaire. Three focus group discussions (FGDs) were conducted including eight students each, and in-depth discussions were performed. Results: According to the pre- and posttest performance analysis, students who underwent FIA sessions performed considerably better than the students who underwent traditional sessions ( P < 0.001). Analysis of the feedback questionnaire and FGD suggests the majority of the students find FIA modules more interesting, fun-filled, and less stressful, and the sessions help them to understand the anatomical concepts in a simplified manner. Conclusion: FIA sessions were well received by the students. The majority of the students have reported merits like better understanding in combination with retaining the concepts and active engagement.