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Htar Htar Aung, Tin Myo Han Kulliyyah of Dentistry, International Islamic University Malaysia

Htar Htar Aung, Tin Myo Han Kulliyyah of Dentistry, International Islamic University Malaysia Tel:+6095716441 , Fax:+6095716779, email: htarhtar@iium.edu.my. Introduction. Table 1. Handability Of Teaching Aids In Learning Gross Anatomy.

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Htar Htar Aung, Tin Myo Han Kulliyyah of Dentistry, International Islamic University Malaysia

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  1. Htar Htar Aung, Tin Myo Han Kulliyyah of Dentistry, International Islamic University Malaysia Tel:+6095716441, Fax:+6095716779, email: htarhtar@iium.edu.my Introduction Table 1. Handability Of Teaching Aids In Learning Gross Anatomy It is a challenge that the dissecting room still has a place in teaching gross anatomy. Understanding the students’ perceptions and experiences of learning anatomy is important to get sound knowledge of the human body. Methods of studying anatomy have also improved dramatically, advancing from examination of animals through dissection of cadavers to technologically complex techniques developed in the 20th century. Objective Table 2. Students’ Understanding Of Gross Anatomy Using Different Teaching Aids This study was conducted to assess which teaching aid would facilitate students’ understanding of the human body in order to get a more evidence – based approach to clinical anatomy. Materials and Method A cross – sectional comparative study was carried out among 741 medical and dental students of International Islamic University Malaysia (IIUM), Universiti Teknologi MARA (UiTM), University Sabah Malaysia (UMS) and University Malaysia Sarawak (UNIMAS). A pre-tested, semi-structured, self administrated questionnaire which includes open-ended questions was distributed to collect the data on handability, understanding, information, application and preference. The data was analysed using chi-square test at “α“ 0.05 (SPSS version 17). Table 3. Information Acquired From Different Teaching Aids Results The students from IIUM, UiTM, UMS and UNIMAS scored the highest preference for plastic models on handability and application in examination (OSPE). It was statistically significant (p<0.05). In terms of understanding and information, the students of IIUM, UiTM and UMS also scored highest on plastic models but UNIMAS chose the prosected wet specimens. The intra-university variation on favourable teaching aid was statistically significant (p<0.05) in IIUM and UiTM but it was not significant (p>0.05) in UMS (information and application in OSPE) and UNIMAS (understanding and information). The overall preference for students of IIUM and UiTM was the plastic models (85.8% and 44.1% respectively) while for UNIMAS the prosected wet specimens (90.7%) followed by plastic models (87.8%). UMS students mostly preferred the cadavers (51.9%) followed by plastic models (50%). These inter-universities differences were statistically significant (p<0.05). Figure 1. Application Of Teaching Aids In Examination (OSPE) Among 3 Universities Figure 2. Students’ Preference On The Use Of Different Teaching Aids Conclusion This study suggests that the plastic model can fit very well into the structure of modern medical training and therefore improve the teaching of anatomy in surgical specialities. Acknowledgement We wish to express our sincere thanks to Research Management Centre, International Islamic University Malaysia for the research endowment fund. I would like to thank Assoc. Prof. Dr. Nilar Shwe and administrative staff from UiTM, Assoc. Prof. Dr. Tin Moe Nwe (UNIMAS) and Assoc. Prof. Dr. Tin Tin Myint (UMS) for their help in collecting the data. Figure 3. Comparison Of Students’ Perceptions On Gross Anatomy Teaching Aids In UNIMAS References • Azer SA, Eizenberg N. (2007). Do we need dissection in an integrated problem-based learning medical course? • Perceptions of first- and second-year students. Sur. RadAnat 29 (2): 173-80. 2. Greenfield, Cathy L., Johnson and Ann L. (2007) Anatomically correct artificial organ replicas for use as teaching aids • Healing TD; Hoffman PN; Young SE (1995). The Infection Hazards of Human Cadavers, Commun Dis Rep CDR • Rev: May 26;5(6)- R92 • John C McLachan; John Bligh; Paul Bradley; Judy Searle (2004) Teaching Anatomy Without Cadavers, Medical • Education: April 2004-volume 38-issue 4-p 418-424. 5. Nnodim JO (1990) Learning human Anatomy: by dissection or from prosections? Journal Med Education: July 1990 volume24, issue 4 – p 389 - 95 6. Older J. (2004) Anatomy: a must for teaching the next generation. Surg JR CollSurgEdinbIrel., 2 April 2004,79- 90 7. Rahman, H. S., History of Anatomy, Second revised edition, 2009. IIUM Research, Invention and Innovation Exhibition 2012

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