Learning Lunch Box 25 July 2014 - Presentation by Dr Arkendu Sen Anatomy at the Fingertips, Collaboration at Heart

1. ARKENDU SEN
&
LAKSHMI SELVARATNAM
Jeffrey Cheah School of Medicine & Hlth Sci
MONASH University Malaysia
MAPEL LAB
http://www.med.monash.edu.my/jcsmhs-in-monash/MAPEL-Lab.html

2. Sen & Lakshmi
• 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

3. Sen & Lakshmi
• 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

4. Sen & Lakshmi
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)

5. Sen & Lakshmi
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

6. Sen & Lakshmi
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

7. Sen & Lakshmi
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), clinical
skills (e.g. knee exam), procedural anat (arthroscopy of
knee), radiological anat (X-Rays, MRI ), and surface anat
(knee joint landmarks)

8. Sen & Lakshmi
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

9. Sen & Lakshmi
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

10. Sen & Lakshmi
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

11. Sen & Lakshmi
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

12. Sen & Lakshmi
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.

13. Sen & Lakshmi
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.

14. Sen & Lakshmi