Abstracts / Journal of the Anatomical Society of India 65S (2016) S98–S142
as homework, and active, group-based problem solving activi-
ties in the classroom1 was considered. To identify and implement
flipped classroom as a new teaching–learning (T/L) method to facil-
itate understanding of gross anatomy in I year medical student.
60 students who were willing to undergo this type of T/L mod-
ule were included and they were given study materials, 2 days
prior to the day of lecture for the control group of 60 students.
Both control and study group were given problem based questions
and a short test was conducted as summative assessment at the
end of the study. The test results were tabulated and statistically
analyzed.
The statistical analysis of the summative assessment showed
that the control group performed equal to or better than the study
group. The feedback obtained from the study group showed that
the students preferred the physical presence of the faculty than
the videos given as study material.
In the present study the flipped classroom model did not cater
to the needs of I year MBBS students for teaching “Gross Anatomy”.
Hence further studies are recommended to prove the effect of
Flipped classroom as a good T/L method.
Conflicts of interest
The author has none to declare.
http://dx.doi.org/10.1016/j.jasi.2016.08.457
151
Impact of spaced repetition learning model on
long term memory retrieval of neuroanatomy
among 1styear medical students
T.S. Gugapriya
Chennai Medical College Hospital and Research
Center, Irungalur, Trichy, Tamil Nadu, India
Forgetting is ubiquitous. The forgetting curve claims that as
time lapses there will be proportionate loss of learning. Repeti-
tion in between retards the forgetting curve. Increased repetitions
with spacing help learning to become part of permanent memory.
For a medical professional, long-term retention of knowledge is a
critical precondition. Unfortunately, knowledge learned by medi-
cal students in anatomy is so volatile it is often forgotten quickly.
Few studies in linguistic domain have proved that repetition slows
the forgetting curve. But there is clear deficiency of literature in
medical graduate level. So this study was done to determine the
impact of spaced repetition learning model on long term memory
retrieval of crucial chapters in Neuroanatomy among 1st year med-
ical students. Prospective, interventional study, carried out after
institutional ethical clearance.
12 1st year MBBS students were divided into interventional (IG)
and non-interventional group (NIG) of 60 each. The IG group was
further divided into IG 1 and IG 2, and was given 4 repetitions once
in 7 and 14 days respectively. Both groups were assessed at the end
of the repetition period. Statistical analysis was done using Inde-
pendent “t” test, and feedback was obtained from the IG 1 and 2.
The IG 1, 2 scored well when compared to their respective control
groups. The scores obtained by IG 1, 2 were statistically signifi-
cant with P = 0.002, 0.031 respectively (significant P value < 0.05).
On comparison, IG 1 and IG 2 were not statistically significant
(P = 0.913). 90% of the IG felt that they were able to recall only
40% before 1st intervention and the amount of recall increased to
70–80% at the end of 4 repetitions. 92% found this model useful for
learning anatomy and 8% had tried this model for other subjects
also.
S139
Study proved that irrespective of duration between repetitions,
it helps retarding the forgetting curve and retains the learning.
Conflicts of interest
The author has none to declare.
http://dx.doi.org/10.1016/j.jasi.2016.08.458
152
Three dimensional anatomical dissection of
brain – A practical approach to study
neuroanatomy
Shital Patel
Anatomy Department, Medical College Baroda,
Gujarat, India
Human dissection is commonly practiced in teaching of
Anatomy for medical and paramedical students. Our aim is to
demonstrate a three dimensional view of dissected human brain
to gain anatomical aspect with detail knowledge about the main
structures and tracts. Formalin fixed adult human brain specimens
were obtained from Anatomy Department, Medical College, Baroda,
Gujarat, during routine dissection. Brain specimens are dissected at
different levels in all three planes.
These dissected brain specimens show anterior horn, posterior
horn, inferior horn and central part of lateral ventricle, fibers of
Internal capsule and External capsule, Fornix, Hippocampal forma-
tion, Thalamus, Lentiform Nucleus, Caudate Nucleus, Short and long
Association fibres, Commissural Fibres, Insula and Corona Radiata.
Dissected brain specimens are demonstrative and explanatory,
in order to learn approaches to specific structures of the brain.
Conflicts of interest
The author has none to declare.
http://dx.doi.org/10.1016/j.jasi.2016.08.459
153
Do learning styles influence learning outcomes
in anatomy
K. Padmalatha
ESIC Medical College & PGIMSR, Bangalore,
Karnataka, India
Learning styles is a term used to refer to the methods of
gathering, processing, interpreting, organizing and thinking about
information. VARK – developed by Neil D Fleming in 1987, deter-
mines the type of their learning style. To estimate the proportion
of students with different learning styles using the VARK ques-
tionnaire and to correlate academic performance in first internal
assessment in anatomy both in theory and practical with their
learning styles amongst first year MBBS students. Ethical clearance
was obtained from the Institution, based on VARK Question-
naire, students were categorized into five groups, visual, auditory,
read/write, kinesthetic and multimodal type of learners. First Inter-
nal assessment marks of both theory and practical were collected.
Statistical analysis – One way ANOVA was done to look for differ-
ences between groups based on their learning styles.
Based on VARK questionnaire, 5 belonged to read/write, 13
– visual, 25 – auditory, 40 – kinesthetic, and 14 belonged to
multimodal type of learners. Kinesthetic group of learners have