A) PRE-WORKSHOP SURVEY ‘What are your main goals you would like to achieve from participating in the Anatomy Workshop’ | |
Themes and Description (%, n/66) | Examples of Student Comments |
1. Understanding content (65 %; 43/66) | “To achieve a better understanding of the muscles in the body rather than just memorising them….” (Male, 18 years). |
The majority of participants acknowledged that anatomy was more than just memorisation and wanted to engage with the structural anatomy to understand concepts, functional applications and possible clinical relevance. | “Understanding of functional anatomy and concepts better…” (Male, 18 years) |
“Better understanding of concepts in regards to functions of muscles…” (Female, 18 years) | |
2. Strategic engagement with content (32 %; 21/66) | “To explore creative ways of learning anatomy…” (Female, 27 years) |
Almost a third of the attendees identified the need for and expressed the desire to engage with anatomy through a variety of learning techniques. They sought to supplement their wet-lab anatomy learning with innovative methods not utilised in their regular classes. | “…to consolidate learning by doing something different.” (Male, 18 years) |
“…to get some alternative approaches to the anatomy subject.” (Female, 18 years) | |
3. Examination preparation (26 %; 18/66) | “…revise the content to help me do better in the final exam.” (Female, 42 years) |
Some participants attended the workshop to optimise their examination performance. The workshop was perceived as an opportunity to up-skill in examination technique and undertake structured revision. | “Learn better exam technique.” (Female, 22 years) |
“… improve my grades.” (Female, 18 years) | |
4. Memorisation of content (23 %; 15/66) | “…to better memorise anatomy of the upper limb.” (Female, 38 years) |
Some participants indicated that they attended the workshop in order to aid in short-term retention of the large volume of subject content. | “…revision of the muscles, ligaments and bones of the body.” (Female, 21 year) |
5. Increase self-confidence (9 %; 6/66) | “…to be able to confidently identify all muscles and nerves …” (Female, 19 years) “To be more confident with every aspect of anatomy.” (Female, 18 years) |
A small portion of participants reported attending the workshop with the goal to increase self-confidence in their anatomical knowledge base. These students perceived that their performance would be enhanced by improving their confidence with the content. | |
B) POST-WORKSHOP SURVEY ‘What component of the Anatomy Workshop did you find most useful?’ | |
Themes and Description (%, n/66) | Example of Student Comments |
1. Body painting/ clay modelling (55 %; 36/66) | “The modelling- great to be able to build muscles…” (Female, 27 years) |
Over half of the attendees stated that the novel experience of body painting was useful to increase their appreciation of anatomy. | “… painting and clay modelling because visual representation assisted in remembering muscles.” (Female, 19 years) |
2. Tables, schematic drawings and quizzes (46 %; 30/66) | “The quizzes consolidated my learning through exam style questions.” (Female, 18 years) |
Completing the muscle attachment and function tables, clinically-based cases, drawings of anatomical structures and undertaking timed quizzes were reported as useful for learning for nearly half of the attendees. | “The questions were very useful in testing my understanding…” (Female, 21 year) |
3. White-boarding (41 %; 27/66) | “The whiteboards helped to identify attachment sites and bone markings.” (Female, 18 years) |
Attendees reported that the use of white-boarding enhanced and consolidated their learning. | “…putting everything I know on a board was helpful.” (Female, 18 years) |
4. Group discussion/ peer teaching (14 %; 9/66) | “…collaborating with other students.” (Female, 18 years) |
Group interaction and collaborative learning, through discussion and teaching their peers during the different activities in the workshop was identified as helpful in clarifying attendees’ anatomical understanding. | “…interaction with peers.” (Female, 22 years) |
5. Academic staff supervision (9 %; 6/66) | “Ability to talk to teachers and ask any questions in an open environment.” (Male, 20 year) |
A small portion of attendees indicated that having the opportunity for unconstrained access to experienced academic staff was beneficial. | “Was really helpful when a tutor was at the station to talk you through exactly what was happening…” (Female, 19 years) |