EFFECTIVE METHOD OF LEARNING ANATOMY
Dr. Sharadkumar Pralhad Sawant* and Dr. Shaheen Rizvi
What is good teaching? Many teachers must have asked themselves
this question. Administrators of medical institutes struggle with this
question as they attempt to meet students‟ needs and create reward
schemes for their teaching staff. What are the expectations of teaching?
Should teaching meet the expectations of the students, the teachers, or
the administrators? If effective teaching = good teaching, can it also be
said that good teaching = effective teaching? Is bad teaching really
detrimental? After all, what does bad teaching do? It often drives learners to the library. The
outcome: independent learners. Isn‟t this one of the outcomes of effective teaching? Students
adopt usually three sensory learning styles, visual, auditory, tactile, and two social learning
styles, individual and group, in relation to learning Anatomy.
Visual Learners like to see words/pictures.
• Auditory Learners like to hear the spoken word through lectures, individual conferences
and small group discussions.
• Tactile Learners like to touch and feel the dissected parts.
• Individual Learners like to work alone and prefer self- directed study, independent reading
• Group Learners like group interaction. These findings reveal that students‟ preferred ways
of learning, do not change regardless of content and teaching methods.
This implies that if teachers want to significantly enhance student achievements in class, they
need to match their teaching styles to their students‟ learning styles (Felder & Henriques,
1995; Grasha, 1996). They have to embrace a multi-style teaching approach to connect to
each student‟s learning style by planning auditory, tactile, visual as well as group and
individual activities to reach all students. This paper emphasises some ideas about learning and teaching and gives a common sense
teaching philosophy gathered with experience over the years.
Keywords: Teaching, Teacher, Administrator, Learners, Teaching Philosophy.
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