GENDER DIFFERENCES IN REFLECTIVE PRACTICES OF MEDICAL STUDENTS FOR LEARNING ANATOMY
Reflective Practices For Learning Anatomy
Keywords:Medical students, Reflection, Reflective practice
Objective: To assess the personal reflection ability of first year medical students who self-selected different
strategies for learning gross anatomy.
Study Design: Cross-sectional analytical study.
Place and Duration of Study: Army Medical College Rawalpindi from Mar 2016 to Apr 2016.
Material and Methods: We described the purpose of the study (to assess students’ ability for personal reflection) and called students of first year MBBS to participate in the study. Divided in two groups, Group A who selfselected the models for learning anatomy (response rate) and - of group B who self-selected the cadaveric specimens for learning anatomy. Those who agreed to participate signed an informed consent form and completed the questionnaires. The Groningen Reflection Ability Scale is a fully validated one-dimensional scale to measure personal reflection. It has 23 items rated on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). Scores on the Groningen can range from 23 to 115, and persons with greater abilities for personal reflection have higher scores on the scale.
Results: Total 60 male students opted for the modalities of anatomy models for learning gross anatomy. Their accumulative reflective score was 4853. While 28 female students opted for the anatomy models for learning gross anatomy with the accumulative score of 2328. Out of 168 students 88 preferred the gross anatomy models for learning. Total 14 male students opted for the modalities of a dissection for learning gross anatomy. Their accumulative reflective score was 1193. While 16 female students opted for the dissection specimens for learning gross anatomy with the accumulative score of1387. Out of 168 students 20 preferred the dissection specimens for learning. Total 19 male students opted for the both modalities of anatomy models and dissection specimens for learning gross anatomy. Their accumulative reflective score was 1580. While 30 female students opted for both the anatomy models and dissection specimen for learning gross anatomy with the accumulative score of 2328.
Conclusion: Majority of the students with higher reflective score identified learning strategy preference for gross anatomy models.