RESUMO
The COVID-19 pandemic emphasized the importance of peer communication networks for student outcomes. Herein, we describe the use of supplemental instructional videos created by former students and integrated into electronic lab notebooks, to restore the lost community-learning component using student voices in a de-densified upper-division biochemistry laboratory.
Assuntos
COVID-19 , Laboratórios , Bioquímica/educação , Currículo , Humanos , Pandemias , SARS-CoV-2 , EstudantesRESUMO
This article was migrated. The article was marked as recommended. Introduction: The usage of audio-visual aids in medical education has always been rewarding. This study aimed at evaluating the efficacy of supplementing traditional dissection based laboratories with the video demonstration of specimens. Methods: The study was conducted among first-year osteopathic medical students of two consecutive years. The laboratory demonstration videos were recorded and provided to the experimental group and the previous class served as the historical controls. Two Likert scale based questionnaires were completed by the experimental group before and after their final examination. The students' performance in the Anatomy practical examinations were compared between the two groups. Results: The students' response showed that the videos added value to their knowledge. The videos helped them in understanding the structures in the dissection lab with ease they felt more confident about the examinations. The experimental group scored significantly higher grades in the practical examinations than the control group. The results confirm that the video demonstration has a positive impact on the traditional dissection method. Conclusion: The effect on the student's perception is impressive and the positive outcome in the examination grades adds on to the significance of this teaching methodology. Integration of multimedia with dissection is suggested as a helpful model to improve Anatomy learning process.