The effectiveness of blended learning approach in redesigned anatomy curriculum for the faculty of health science undergraduates Universiti Kebangsaan Malaysia

Research output: Contribution to journalArticle

Abstract

The human anatomy course curriculum has been redesigned in 2014 to be applied in the 2014/2015 session for all year one undergraduates in the Faculty of Health Science (FSK). This course is identified as one of the most difficult subject when delivered by traditional method and therefore the redesigned teaching and learning methods had to be more interactive and efficient in delivering information to students. This research was conducted to study the effectiveness of redesigned general Anatomy curriculum in increasing the academic performance (grades) amongst the Environmental Health and Occupational Safety, Optometry, Nutrition and Dietician students for sessions 2013/2014 (traditional method) and 2014/2015 (blended learning) by comparing the examination grades and students’ perception on the Human Anatomy course for both sessions. The students (n = 165) were given a questionnaire that consists of four parts namely demographic data, students’ perception and their learning style in studying the human Anatomy course for both sessions. In the redesigned curriculum, the mid semester examination was replaced by three continuous tests, with more online interactions and tutorial conducted by a dedicated team of Human Anatomy lecturers as opposed to a dedicated teaching assistants equipped with the tutorial materials. The findings show that students had benefitted throughout the redesigned curriculum of Anatomy which were reflected in their academic performance. No statistically proven association between students’ perception and redesigned curriculum of Anatomy were found as there is no prior experiential learning by the student prior embarking on this curriculum. Blended learning were statistically better that traditional method and these finding suggest that the blended learning approach in the redesigned course is effective in teaching anatomy for the year one undergraduates in the Faculty of Health Science, UKM.

Original languageEnglish
Pages (from-to)1197-1200
Number of pages4
JournalAdvanced Science Letters
Volume23
Issue number2
DOIs
Publication statusPublished - 1 Feb 2017

Fingerprint

Blended Learning
Malaysia
Anatomy
health science
curriculum
anatomy
Curriculum
Curricula
Health
student
learning
Learning
Students
academic performance
teaching
Teaching
Optometry
Learning Styles
examination
Problem-Based Learning

Keywords

  • Academic performance
  • Human anatomy
  • Redesigned curriculum

ASJC Scopus subject areas

  • Health(social science)
  • Computer Science(all)
  • Education
  • Mathematics(all)
  • Environmental Science(all)
  • Engineering(all)
  • Energy(all)

Cite this

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abstract = "The human anatomy course curriculum has been redesigned in 2014 to be applied in the 2014/2015 session for all year one undergraduates in the Faculty of Health Science (FSK). This course is identified as one of the most difficult subject when delivered by traditional method and therefore the redesigned teaching and learning methods had to be more interactive and efficient in delivering information to students. This research was conducted to study the effectiveness of redesigned general Anatomy curriculum in increasing the academic performance (grades) amongst the Environmental Health and Occupational Safety, Optometry, Nutrition and Dietician students for sessions 2013/2014 (traditional method) and 2014/2015 (blended learning) by comparing the examination grades and students’ perception on the Human Anatomy course for both sessions. The students (n = 165) were given a questionnaire that consists of four parts namely demographic data, students’ perception and their learning style in studying the human Anatomy course for both sessions. In the redesigned curriculum, the mid semester examination was replaced by three continuous tests, with more online interactions and tutorial conducted by a dedicated team of Human Anatomy lecturers as opposed to a dedicated teaching assistants equipped with the tutorial materials. The findings show that students had benefitted throughout the redesigned curriculum of Anatomy which were reflected in their academic performance. No statistically proven association between students’ perception and redesigned curriculum of Anatomy were found as there is no prior experiential learning by the student prior embarking on this curriculum. Blended learning were statistically better that traditional method and these finding suggest that the blended learning approach in the redesigned course is effective in teaching anatomy for the year one undergraduates in the Faculty of Health Science, UKM.",
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