Demonstrating how variety in teaching can cater for diversity in student learning

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Demonstrating how variety in teaching can cater
for diversity in student learning

• Tracey Wilkinson
• Anatomy
• Division of Basic Medical Sciences

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Anatomy of the humerus
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Anatomy of the humerus
head of humerus
lesser tuberosity
greater tuberosity
ANTERIOR VIEW
POSTERIOR VIEW
deltoid tuberosity
shaft
lateral epicondyle
medial epicondyle
capitulum
trochlea
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Practical
Please move to station matching your allotted
number 1,2,3,or 4
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Preference

• Lecture red
• Task-based practical yellow
• Problem case blue

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Why?
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Enhancing student learning

• variety of learning styles
• most learners prefer to be taught in a way that
  suits their particular style
• therefore necessary to develop a variety of
  teaching styles to suit this diversity in
  learning
• characteristics of teaching styles may enhance
  learning of students with matching learning
  styles

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Enhancing student learning

• demonstration
• problem-based learning relevant to profession
  (context-based learning)
• functional anatomy small groups (applied)
• lectures

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Students in lectures
What is she on about?
I dont understand that, but I cant ask or
shell think Im stupid
That was interesting
I hope Mark is going to be there tonight
Ill never learn all these names
The pub quiz last night was brilliant!
Zzzzzzz..
Aah! I finally understand
I wonder what trochlea means
I hope we get a chance to see all this in the
practical
God, Im hungry. How much longer is there?
This sms doesnt seem to be sending
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Enhancing student learning

• lectures
• reduce number
• interactive (deep approach to learning is linked
  to active involvement of learner)
• online version

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Menu
Hip joint
Click on coloured button to go to topic of choice
Knee joint
?
Ankle joint
SELF TEST
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Self assessment
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Identify the structures A - I
I
A
B
H
C
G
D
F
answer
E
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Identify the structures A - I
A iliofemoral ligament
I capsule of hip joint
H ligament of head of femur (ligamentum teres)
B head of femur
C greater trochanter
G inferior pubic ramus
D lesser trochanter
F obturator membrane
next question
E obturator artery
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Match the muscle on the left with its movement(s)
at the knee joint on the right
rectus femoris gracilis popliteus biceps
femoris sartorius vastus lateralis semitendinosus
gastrocnemius
flexion extension medial rotation lateral rotation
answer
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Match the muscle on the left with its movement at
the knee joint on the right
rectus femoris gracilis popliteus biceps
femoris sartorius vastus lateralis semitendinosus
gastrocnemius
flexion extension medial rotation lateral rotation
next question
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True or false?

• The ankle joint
• is a synovial hinge joint
• is flexed by the tibialis anterior muscle
• is innervated by the superficial fibular nerve
• is supplied by the medial malleolar artery
• is dorsiflexed by the tibialis posterior muscle
• is everted by the fibularis brevis muscle.

answer
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True or false?

• The ankle joint
• is a synovial hinge joint true
• is flexed by the tibialis anterior muscle false
• is innervated by the superficial fibular
  nerve false
• is supplied by the medial malleolar artery true
• is dorsiflexed by the tibialis posterior
  muscle false
• is everted by the fibularis brevis muscle. false

next question
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Assessment

• constructive alignment
• assessment methods aligned with learning outcomes
• assessment
• reflective logbooks (with early feedback)
• case history (open-ended assessment encourages
  deep approach to learning)
• task based group work
• team skills (observed structured behavioural
  examination OSBE)

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Summary

• variety of methods and media
• student centred learning
• increased student engagement
• deep approach

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Take home message

• reduce didactic content
• vary your teaching to enhance learning of
  different students
• if the only tool in your toolbox is a hammer,
  everything starts to look like a nail

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References

• Biggs, J. (1999) Teaching for quality learning at
  university. Buckingham SRHE and Open University
  Press.
• Brown M., Fry H. and Marshall S. (2003)
  Reflective Practice in Fry, H., Ketteridge, S.
  and Marshall, S. (2003, 2nd Ed) A handbook for
  teaching and learning in higher education.
  London RoutledgeFalmer.
• Fry, H., Ketteridge, S. and Marshall, S. (2003,
  2nd Ed) A handbook for teaching and learning in
  higher education. London RoutledgeFalmer.
• Gibbs, G. (1992) Improving the quality of student
  learning. Bristol Technical and Educational
  Services Ltd.
• Huxham M. (2005) Learning in lectures Do
  interactive windows help? Active Learning in
  Higher Education, 6(1), pp17-31.
• McCullough S. (2006) Personal communication.
• Race, P. (1999) Why assess innovatively? in
  Brown, S. and Glasner, A. (Eds) Assessment
  matters in higher education choosing and using
  diverse approaches. Buckingham SRHE and Open
  University Press.
• Race, P. (2001, 2nd ed) The lecturers toolkit.
  London RoutledgeFalmer
• Ramsden, P. (1992) Learning to teach in higher
  education. London Routledge.
• Scrivener J. (2005) Learning teaching. Oxford
  Macmillan.
• Struyven, K., Dochy, F. and Janssens, S. (2005)
  Students perceptions about evaluation and
  assessment in higher education a review.
  Assessment and Evaluation in Higher Education,
  30(4) 325-341.

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Questions?