Abstract
Medical education is persisting to be chiefly structured around faculty authority
and didactic lectures. This upholds idiosyncratic spirited milieu rather than the
two-way ones desirable for the relevance in current clinical practice. The present
study was set to refurbish the at hand scenario by the assimilation of active learning
strategy as seminars in human anatomy curriculum of medical undergraduate program.
The underlying purpose of this study was to evaluate the inclusion of varied modalities
of active learning stratagem. The aim was also to construct an interactive two-way
classroom prospects for thorough understanding, conceptualizing, problem solving,
and utilizing student oriented presentations to elucidate multifarious subject concepts
in an easy and de novo approach. The study was conducted on First Professional MBBS
students in the Department of Anatomy at the Institute by a seminar activity for active
comprehension followed by student feedback. A qualitative and quantitative analysis
was done where close-ended questions were concerned with the usefulness of the activity
and significant aspects related to the understanding of anatomy. The scores for student
feedback were graded in a five-point Likert's scale. The institutional experience
of facilitators of this tertiary care institution and their efforts in successful
implementation of seminar activity have set an example and responsibility for the
medical educators all over the globe to use more and more of such instructional approaches.
Keywords
anatomy - seminar activity - active learning - feedback
