ARKENDU SEN&

LAKSHMI SELVARATNAM Jeffrey Cheah School of Medicine & Hlth Sci

MONASH University MalaysiaMAPEL LAB

http://www.med.monash.edu.my/jcsmhs-in-monash/MAPEL-Lab.html

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• Balance of Dissection Curriculum and High Resolution 3 D Images and Anatomy Resources

• Integrated curriculum with less Anatomy contact hours

• Increasing number of students –quality of Teaching & Learning

• Adult learners (majority are kinaesthetic learners) -prefer to be engaged in learning -not just listening but doing!

• Cater to the Next Gen (Y) Learners- online, visual, 3D, Social, and constantly changing

Challenges -1

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• Large size of Practical Classroom – equivalent student experience for all

• Reinforce knowledge, skills and attitude domains(Bloom’s taxonomy) within Anatomy learning & Increase retention rates

Challenges - 2

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AIM

• Enhance practical clinical anatomy competencies

– Through student centred learning

– Through collaborative multimodal learning> as expected in today’s professional clinical practice

• Design and evaluate pedagogical approaches which cater to – Adult learners engaged in learning –Active learners– Monash Better L & T framework

An innovative strategy:

– Medical Anatomy and Pathology E-PRACT (MAPEL) Lab-Ecosystem of Smart Tables and Resources

– Guided Collaborative Learning (GCL)

– Student Peer Teaching Demonstration (SPTD)

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Innovation in Design Of Space & Technology:MAPEL LAB

Integrating Physical resources

and technology enhancements:

–Oval tables and student smart

tables with medical software

installed internet enabled PCs

–A “demonstration console” –

Teacher’s Smart table

–Data projection screens

–Anatomy resources - plastinated

cadavers, Anatomy models,

Radiographs,skeletons

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Skills demonstration Streaming & Simultaneous Learning

STUDENT’S SMART TABLE (2 modes):

MODE A: Collaborative learning of digital

resources

MODE B : Multiple windows

–Window for Multicast Streaming

(camera feed) etc

– Window for Note taking

–Window for Google search

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Large Cohort : Guided Collaborative Learning-GCL

Prior to practical

• MBBS Year 1 and Year 2 students assigned to PBL groups (12 students/group)

• Practical tasks were designed by the authors incorporating visual, auditory and kinaesthetic modalities (e.g. palpation and auscultation of brachial artery during BP measurement).

• Students reviewed Practical Tasks online

During practical:

GCL

• GCL : Student-centred group learning facilitated by tutors around student Smart Tables

• Hands-on use-plastinated cadaveric specimens, models, software, peer volunteers, virtual histology slides

• Integrating gross anat (e.g. knee structure), clinicalskills (e.g. knee exam), procedural anat (arthroscopy of knee), radiological anat (X-Rays, MRI ), and surface anat(knee joint landmarks)

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Leverage on Extensive High Quality Monash E-resources

Within a single Learning space - allows multimodal

simultaneous interactions between: – Students & digital object/information/image, in-between

students, Students and facilitators; Students and

Anatomy models/specimens

Monash Hi Def Databases

– Primal TV

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Real Time Feedback to Student Learning

Feedback to students from Teacher’s Smart

Table simultaneously by expert teacher

> Monitoring through Window for “Chat”

functions during collaborative learning

>Clickers at the end of practical – with

scenario based/clinical cases questions

streamed

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Student Peer Teaching- Demonstrations (SPTD)

During practical:

SPTD

• Groups demonstrating core anatomical concepts, clinical skills, radiological and surface anatomy

• Via the Teachers Smart Table Demonstration Console in real-time and streamed to the whole class

• Moderated by lecturers• Instantaneous feedback by peers and lecturers

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Educational/Student Evaluation of Pilot

STUDENT FEEDBACK comments/ testimonials (qualitative

analysis) was highly positive.

STUDENT EVALUATION (quantitative) of Smart Tables of the

different phases of the practical -strongly impacted on their

learning > 85% agreeing/ strongly agreeing to evaluation

items

MONASH FACULTY UNIT EVALUATIONS improvements was

noted after Introduction of Smart Tables

FORMATIVE ASSESSMENT

Learning Analytics : Student Interaction Analysis

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Discussion

• GCL/SPTD through Smart Tables as an active learning method engages students in solving tasks, whilst giving timely feedback.

• Acquiring knowledge through social interaction is central to teaching/learning in medicine.

• Reinforces knowledge and practical skills learnt by students and aims to attain a higher level of competency (graduate attributes) by peer teaching.

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Wider Applicability as a Model of Skills Learning

• Using existing Monash E-resources/infrastructure

• Participative hands-on Active Learning in a Large cohort

• Can be extrapolated to any model of STEM practical education - a way forward in Next Generation education.

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