Problem Based Learning In Anatomy – Our Experience.

Background: Presently Anatomy is taught in a traditional way through lectures, small group teaching and demonstration. All these are teacher-controlled methods for teaching as per Medical Education Technology. So it was decided to introduce a learner-controlled method for teaching of Anatomy i.e. problem-based learning (PBL) with the following. Objectives:To compare the performance of the students undergoing PBL with the performance of the students taught in a traditional way To compare the perception of the students about PBL in comparison to Traditional way Materials and methods: 32 students who volunteered for the study were divided into two groups. The first group was taught cerebellum by PBL method and the second group was taught cerebrum by PBL method. Cross over method was then applied. Thereafter a theory examination was conducted. A feedback questionnaire was given to the students after the examination. Results: The average score of the students in the PBL group was more than that of the students in the lecture group in 60% questions. The score was same in 20% questions. The score was reverse in 20% of questions. PBL was appreciated and accepted by the students. It can be introduced partly in the existing curriculum.

Variations In The Formation Of The Median Nerve.

Background: Variations in the formation of median nerve can result in misinterpretation of clinical signs due to median nerve palsy and hence they are of great clinical significance. Thus this project was taken up to study these variations and also to measure the distance of the site of formation of the median nerve from the tip of the coracoid process of the scapula. Methodology: Ninety-eight formalin fixed upper limbs were used for the study (50 right, 48 left). The variations in the formation of the median nerve were noted. The level of formation of the median nerve was measured from the tip of the coracoid process of the scapula. Results: The median nerve was formed from an anterior cord of brachial plexus in two cases, both on the left side. Double lateral root of the median nerve was present in 4 specimens, 3 on the left side and 1 on the right side. Conclusion: Variations in the formation of median nerve have embryological basis and clinical significance and the distance of site of the union of two roots of the median nerve from the tip of the coracoid process will be helpful to surgeons to locate median nerve in surgeries around the shoulder.

Perceptions Of Undergraduate Medical Students On Use Of Flashcards As A Mode Of Learning Anatomy.

Background & Objective: Anatomy is one of the fundamental subjects taught to the medical students in their first year of medical curriculum. Of its many subdivisions, gross anatomy is one of the vast and important components covered in a short span of one year. The content matter of this subject is very volatile and many undergraduate students face difficulty in learning and recapitulating it. There are many methods adopted by students for learning Anatomy and flashcards is one amongst it. This study was thus planned with an objective to design flashcards for learning gross anatomy, to administer it to the undergraduates for self study revision and to take their perceptions on it. Methodology: The flashcards for gross anatomy of upper limb and lower limb were designed and given to the first year undergraduate students of a premier Medical College in Mumbai. The perceptions of the students on the use of flashcards in learning Anatomy were taken on a prevalidated questionnaire and analyzed. Results: 90% of the students felt that the flashcards helped them to do a quick revision, memorize the content easily and thus perform better in the exams. Conclusion: Flashcards proved to be an effective self study tool for learning gross anatomy