Making large class basic histology lectures more interactive : The use of draw-along mapping techniques and associated educational activities
© 2015 American Association of Anatomists..
At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would focus students during large class lectures. After each lecture on three basic histology tissues, a guided draw-along mapping session covering the work from the lecture was introduced in the form of a click-advance PowerPoint presentation which was used to demonstrate the unfolding of an "ideal" map. The lecturer simultaneously drew a similar map using an overhead projector allowing the students to draw their own maps on blank sheets of paper along with the lecturer. Students remained attentive during the activity and many participated in answering informal questions posed by the lecturer as the map-making session progressed. After the last session, students completed an anonymous, voluntary questionnaire (response rate of 78%). The majority of students found the draw-along maps useful (94%) and believed that its use should be continued in the future (93%). A significant increase (P < 0.001) was found in the test results of student cohorts who were given the current intervention compared to cohorts from previous years who were given mind maps as handouts only or had no intervention. The use of the draw-along mapping sessions were successful in focusing students during large class lectures while also providing them with a useful tool for their studies.
Medienart: |
E-Artikel |
---|
Erscheinungsjahr: |
2015 |
---|---|
Erschienen: |
2015 |
Enthalten in: |
Zur Gesamtaufnahme - volume:8 |
---|---|
Enthalten in: |
Anatomical sciences education - 8(2015), 5 vom: 09. Sept., Seite 463-70 |
Sprache: |
Englisch |
---|
Beteiligte Personen: |
Kotzé, Sanet Henriët [VerfasserIn] |
---|
Links: |
---|
Themen: |
Cognitive processes |
---|
Anmerkungen: |
Date Completed 08.06.2016 Date Revised 03.09.2015 published: Print-Electronic Citation Status MEDLINE |
---|
doi: |
10.1002/ase.1514 |
---|
funding: |
|
---|---|
Förderinstitution / Projekttitel: |
|
PPN (Katalog-ID): |
NLM24593264X |
---|
LEADER | 01000naa a22002652 4500 | ||
---|---|---|---|
001 | NLM24593264X | ||
003 | DE-627 | ||
005 | 20231224141946.0 | ||
007 | cr uuu---uuuuu | ||
008 | 231224s2015 xx |||||o 00| ||eng c | ||
024 | 7 | |a 10.1002/ase.1514 |2 doi | |
028 | 5 | 2 | |a pubmed24n0819.xml |
035 | |a (DE-627)NLM24593264X | ||
035 | |a (NLM)25650015 | ||
040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
041 | |a eng | ||
100 | 1 | |a Kotzé, Sanet Henriët |e verfasserin |4 aut | |
245 | 1 | 0 | |a Making large class basic histology lectures more interactive |b The use of draw-along mapping techniques and associated educational activities |
264 | 1 | |c 2015 | |
336 | |a Text |b txt |2 rdacontent | ||
337 | |a ƒaComputermedien |b c |2 rdamedia | ||
338 | |a ƒa Online-Ressource |b cr |2 rdacarrier | ||
500 | |a Date Completed 08.06.2016 | ||
500 | |a Date Revised 03.09.2015 | ||
500 | |a published: Print-Electronic | ||
500 | |a Citation Status MEDLINE | ||
520 | |a © 2015 American Association of Anatomists. | ||
520 | |a At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would focus students during large class lectures. After each lecture on three basic histology tissues, a guided draw-along mapping session covering the work from the lecture was introduced in the form of a click-advance PowerPoint presentation which was used to demonstrate the unfolding of an "ideal" map. The lecturer simultaneously drew a similar map using an overhead projector allowing the students to draw their own maps on blank sheets of paper along with the lecturer. Students remained attentive during the activity and many participated in answering informal questions posed by the lecturer as the map-making session progressed. After the last session, students completed an anonymous, voluntary questionnaire (response rate of 78%). The majority of students found the draw-along maps useful (94%) and believed that its use should be continued in the future (93%). A significant increase (P < 0.001) was found in the test results of student cohorts who were given the current intervention compared to cohorts from previous years who were given mind maps as handouts only or had no intervention. The use of the draw-along mapping sessions were successful in focusing students during large class lectures while also providing them with a useful tool for their studies | ||
650 | 4 | |a Journal Article | |
650 | 4 | |a cognitive processes | |
650 | 4 | |a concept maps | |
650 | 4 | |a histology education | |
650 | 4 | |a large class teaching | |
650 | 4 | |a mapping techniques | |
650 | 4 | |a mind maps | |
650 | 4 | |a undergraduate education | |
700 | 1 | |a Mole, Calvin Gerald |e verfasserin |4 aut | |
773 | 0 | 8 | |i Enthalten in |t Anatomical sciences education |d 2008 |g 8(2015), 5 vom: 09. Sept., Seite 463-70 |w (DE-627)NLM185429688 |x 1935-9780 |7 nnns |
773 | 1 | 8 | |g volume:8 |g year:2015 |g number:5 |g day:09 |g month:09 |g pages:463-70 |
856 | 4 | 0 | |u http://dx.doi.org/10.1002/ase.1514 |3 Volltext |
912 | |a GBV_USEFLAG_A | ||
912 | |a GBV_NLM | ||
951 | |a AR | ||
952 | |d 8 |j 2015 |e 5 |b 09 |c 09 |h 463-70 |