Introduction: Embryology forms a valuable part of the medical school curriculum. However, medical students traditionally struggle with revising embryology and appreciating its relevance. Condensing the teaching content, implementing peer-teaching methods, and increasing clinical focus in curricula have been suggested as methods to improve student engagement.
Methods: Medical students at two universities were taught a condensed version of the embryological curriculum in 2 hours by final-year medical students. Students' confidence with the topics covered in the embryological curricula was assessed using anonymized precourse and postcourse questionnaires. Students were asked to further evaluate the quality, delivery, and content of the teaching in the postcourse questionnaire and were given the opportunity to provide written comments. All questions consisted of a statement stem and a five-point Likert scale.
Results: Students scored significantly higher levels of confidence with embryology after implementation of the course. They found the talk to be effectively delivered, clear, and relevant to their examinations.
Conclusion: We have demonstrated that it is possible to design and produce an embryology teaching program that covers an undergraduate embryology curriculum in a chronological systems-based manner in 2 hours with successful results.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5729829 | PMC |
| http://dx.doi.org/10.2147/AMEP.S151880 | DOI Listing |
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