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Abstract

Introduction: Most Australian universities have abbreviated the anatomy curriculumand modified its mode of delivery. This study examines dental student perceptions ofdifferent methods of head and neck anatomy teaching with respect to the adequacyof allocated time and the relative meaningfulness of the teaching methods.Methods: All second-year students in the School of Dentistry and Health Sciences atCharles Sturt University (CSU) were invited to complete a matrix-grid questionnaire.Participants were asked to score four methods of teaching (lectures, study of prosectedmaterials, tutorials and quizzes) using a 5-point Likert scale. The questionnaireincluded questions about the time adequacy for anatomy lectures, tutorials and laboratorystudy, and the potential value of learning anatomy through the study of prosectedmaterials. SPSS (Version 21.0) was used to analyse the data, and statisticalsignificance was set at 0.05.Results: Seventy-two students (79.5%) responded to the survey. Overall, learninganatomy through the study of prosected materials was the single highest scoredmethod, followed by lectures, tutorials and quizzes. Graduate entrants felt that notenough time was devoted to learning anatomy through the study of prosected materials,compared with school leavers (89.4% and 10.6%, respectively), having one extrasession of learning in the anatomy laboratory (71.4% and 28.6%, respectively) andadding dissection (75.0% and 25.0%, respectively) would be helpful.Conclusion: This study demonstrates that dental students perceive the study of prosectedmaterials in the wet laboratory as the most valuable method of learning anatomy,but an extended anatomy curriculum would be even more effective andappreciated.

Item Type:	Article
Authors/Creators:	Hassan, NM and Akhter, R and Al-Aubaidy, H and Flatau, A
Keywords:	anatomy teaching; clinical anatomy; student perceptions.
Journal or Publication Title:	European journal of dental education
Publisher:	Wiley-Blackwell
ISSN:	1396-5883
DOI / ID Number:	10.1111/eje.12299
Copyright Information:	Copyright 2017 John Wiley & Sons A/S.
Related URLs:	Google Scholar: Al-Aubaidy, H UTAS Profile: Al-Aubaidy, H
Item Statistics:	View statistics for this item

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