Table 2 The Blacksmith Approach: Best strategy for teaching and learning in the medical anatomy course. Themes, sub-themes, and codes
Main Themes | Sub Themes | code | cods |
|---|---|---|---|
Blacksmith Approach | Redesigning Educational Mindset (Making a New Forge) | Creating a Vision for Students | √ Anatomy is hard, bulky, should be taken seriously √ I can help myself more than anyone √ integrated curriculum √ self-study / Self-confidence scarcely happens in the real world! √ professional identity √ prospective physicians |
Mindful Clinical View | |||
Role Modeling and Support (Heating up the Students’ Hearts) | Joyful Teaching (Telling Stories/Games/ Humor) | √ every trick must be done √ enjoy class √ follow me in the classroom | |
Student Support System | √ susceptible students √ assistance √ Vulnerable √ right supporters Sitting and talking to them | ||
Sledgehammer Approach (Thorough Engagement in the Age of Pandemics) | Study Guide | √ Preparedness √ Road map | |
Reference Autonomy | √ self-learning √ self-direction | ||
Neuroanatomical Engagement | √ Visual Learning √ Auditory Learning √ Sensory Learning √ Brain Hemispheres Long-term Memorization | ||
Mindful Dissection, Better Transition | √ It smells so bad, but we need the observation √ We got used to it √ ethically important √ respect the dead body √ respect to the living body | ||
Drawing | √ easy to learn √ Draw a lot | ||
Problem-Based Learning | √ Look at the patient’s family √ Deep worry √ What is the next step of the problem? | ||
Peer-Assisted Learning | √ Peer to the peer group √ Discussing the problem |