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Table 3 A) Major goals of workshop attendees. B) Most useful aspects of the workshop in attaining attendee’s goals

From: An interactive, multi-modal Anatomy workshop improves academic performance in the health sciences: a cohort study

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)