RESUMO
Background: Introductory anatomy courses present challenges for educators at many institutions as they frequently comprise large numbers of students with dissimilar levels of preparedness, belonging to different academic programs. Setting: At Macquarie University, Introduction to Anatomy course enrolls students belonging to four different faculties and programs ranging from health professions to law and archaeology. The failure rate has traditionally been quite high, with two practical tests (mid and end of the semester) being particularly challenging. Several strategies have been employed to improve students’ performance. Intervention: In 2018, a week before each practical test, revision sessions were introduced, where attendance was optional. These four-hour sessions were amalgams of traditional teaching and peer-assisted learning. This study aimed to assess the value of revision sessions by comparing the test results of students who attended and those who did not. Outcome measure: Marks attained in the practical test. Results: A total of 598 students were enrolled in the course in 2018, of which 162 (27.1%) attended revision session 1 and 177 (29.6%) session 2. The average mark for practical test 1 for students who attended revision sessions was 78.8% and 74.6% in test 2, while those who did not attend achieved 61.8% and 54.5% respectively. Differences in marks for both tests were statistically significant (p <0.05). Conclusion: As there were no other changes in course delivery it can be hypothesized that revision sessions contributed to better practical test performance in 2018. These findings appear to corroborate previous research suggesting that systematic and focused revision sessions improve results in anatomy assessments.
RESUMO
SUMMARY: Modern anatomy education is imbued with humanistic values which manifest primarily in the ethical acquisition of bodies for research and education, and respectful treatment of these bodies in anatomy laboratories. This humanistic approach is best embedded in the organisation of commemorative ceremonies for body donors. This paper presents experiences of preparation and implementation of a commemorative ceremony at Macquarie University, Sydney. Local cultural context and university infrastructure were considered when preparing the commemoration. It was decided that it will be introduced in stages, starting with a ceremony for anatomy students. Students were surveyed about the introduction of the ceremony and their attitudes about its format. The results of the survey influenced the format in which the commemoration was conducted. The commemoration was introduced in 2019, embedded in the first anatomy lecture. Such format was cost effective, caused little disturbance to a complex timetable and was aligned with learning outcomes and students' cultural preferences. It also enabled easy transition to the online modes of the delivery caused by the COVID-19 pandemic in Australia. In the next stage commemorative ceremony will be inclusive of donor family members as well as students.
RESUMEN: La educación en anatomía moderna está incentivada de valores humanistas que se manifiestan principalmente en la adquisición ética de cuerpos para la investigación y la educación, y en el trato respetuoso de estos cuerpos en los laboratorios de anatomía. Este enfoque humanista se integra mejor en la organización de ceremonias conmemorativas para donantes de cuerpos. Este documento presenta las experiencias de preparación e implementación de una ceremonia conmemorativa en la Universidad Macquarie, Sydney. Se tuvo en cuenta el contexto cultural local y la infraestructura universitaria al preparar la conmemoración. Se decidió que se presentará por etapas, comenzando con una ceremonia para estudiantes de anatomía. Los estudiantes fueron encuestados sobre la presentación de la ceremonia y sus actitudes sobre su formato. Los resultados de la encuesta influyeron en el formato en el que se llevó a cabo la conmemoración. La conmemoración se introdujo en 2019, como parte de la primera conferencia de anatomía. El formato era rentable, causaba pocas alteraciones en un horario complejo y estaba alineado con los resultados del aprendizaje y las preferencias culturales de los estudiantes. También permitió la transición a los modos en línea de la entrega causada por la pandemia de COVID-19 en Australia. En la siguiente etapa, la ceremonia conmemorativa incluirá a los miembros de la familia donante y a los estudiantes.