Enhancing Anatomy Education in Bangladesh: A Comparative Study of Interactivity in Embryology Lecture Lesson Plans Before and After Instructional Intervention

Abstract

Context: Structured sessions with interactive components are recommended to replace conventional lectures, using targeted lesson plans to foster a more engaging learning environment.

Objectives: To evaluate the change in interactivity of lesson plans for General Embryology lectures, prepared by Bangladeshi Anatomy teachers, before and after attending a training session on interactive teaching methods.

Methods: Thirty-one Anatomy teachers prepared lesson plans for the lecture classes on two given topics of General Embryology using Format- A (where no instruction for the use of interaction was given). Then they attended a presentation and received instructions on interactive lecture. After that they prepared lesson plans on the same topics using Format- B (where incorporation of interaction was instructed). Scores obtained by the two sets of lesson plans were compared using a checklist formulated by the researcher, and hypothesis testing was done through paired t-tests.

Results: Regarding thirteen (13) out of the fourteen (14) criteria of the evaluation checklist, the mean interactivity scores obtained by the overall lesson plans prepared after attending a presentation and getting instructions on interactive lectures were higher than the means obtained before the exposures. Statistically significant higher score was observed in case of five criteria.

Conclusion: The results indicate an increase in the interactivity of General Embryology lecture lesson plans prepared by Bangladeshi Anatomy teachers following training in interactive teaching methods

Bangladesh Journal of Anatomy July 2022, Vol. 20, No. 2, pp. 48-53