Article Sidebar
Keywords:
Skeleton anatomical museum learning styles cognitive learning educational motivation
Article Details
Issue
Section
Articles
Copyright is owned by the Ethiopian Veterinary Association
Main Article Content
Enhancing cognitive learning in Veterinary Osteology through student participation in skeleton preparation project
Abstract
Despite anatomy is considered the language of medicine, the 21st century veterinary curriculum has often shown to reduce the hours dedicated towards anatomy education and new teaching methods should be introduced. This study is focused
at Veterinary anatomy education. The objective was to assess the importance of student participation in skeletal preparation. The hypothesis that the students would be more interested in the discipline if the teaching methodology used is based on creative and constructivist methods. Thirteen animal skeletons were prepared. At the end of the project students were asked to write a written report. The sample comprised 40 students. Respondents (n = 40) were asked to rate the extent that they agreed (-2 = strongly disagree; -1 = disagree; 0 = neutral; 1 = agree; and 2 = strongly agree. attitudes toward the laboratories and 90% of students had a positive attitude about the hands on practice attending laboratories. This increased their confidence and motivation. Also students’ grades were compared to other allied subjects; there was a positive correlation between osteology and other systems and between anatomy and histology, embryology physiology and
biochemistry. Furthermore the project motivated student and were able to upgrade from superficial to deep learning strategies. It also encouraged collaboration among students and they were able to form spontaneously a study group which functioned as a unit of team base learning.
at Veterinary anatomy education. The objective was to assess the importance of student participation in skeletal preparation. The hypothesis that the students would be more interested in the discipline if the teaching methodology used is based on creative and constructivist methods. Thirteen animal skeletons were prepared. At the end of the project students were asked to write a written report. The sample comprised 40 students. Respondents (n = 40) were asked to rate the extent that they agreed (-2 = strongly disagree; -1 = disagree; 0 = neutral; 1 = agree; and 2 = strongly agree. attitudes toward the laboratories and 90% of students had a positive attitude about the hands on practice attending laboratories. This increased their confidence and motivation. Also students’ grades were compared to other allied subjects; there was a positive correlation between osteology and other systems and between anatomy and histology, embryology physiology and
biochemistry. Furthermore the project motivated student and were able to upgrade from superficial to deep learning strategies. It also encouraged collaboration among students and they were able to form spontaneously a study group which functioned as a unit of team base learning.
