An interdisciplinary approach to Medical Education: the role of Visual Media in teaching and learning of “Gross Human Anatomy” at The University For Development Studies, Tamale, Ghana
| dc.contributor.author | Mani, Enoch | |
| dc.contributor.author | ||
| dc.date.accessioned | 2021-05-18T14:46:48Z | |
| dc.date.accessioned | 2023-04-19T03:02:00Z | |
| dc.date.available | 2021-05-18T14:46:48Z | |
| dc.date.available | 2023-04-19T03:02:00Z | |
| dc.date.issued | 2021-05-18 | |
| dc.description | A thesis submitted to the Department of Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and Technology, Kumasi in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Art Education. | en_US |
| dc.description.abstract | Anatomy science and visual media are interconnected and serve as key components in the medical education curriculum. Similarly, visual media and visual art-based interventions have the potential of facilitating medical education for clinical practice. However, there is no visual art-based intervention framework for integrating visual media in the pedagogy of Anatomy at the School of Medicine and Health Sciences of the University for Development Studies, Tamale. The main objective of the study was to investigate how visual media and visual art-based intervention framework can be integrated in the pedagogy of the medical school. The study was important because the findings will be beneficial to lecturers and students since the developed framework will provide the basis for integrating visual media more effectively to improve teaching and learning of Anatomy. The study employed the explanatory sequential mixed methods, with experimental and descriptive research methods. The researcher employed observation, interview, questionnaire, focus group discussion and an experiment as tools to collect data for the study. A sample population of 234 was chosen using stratified random and purposive sampling techniques. The study revealed that although, the medical school had enough Anatomy models the students did not utilize them during tutorial sessions where they are expected to engage and explore visual media to enhance understanding of concepts taught; visual images of two and three-dimensionality were found to be effective in enabling the students to achieve their objectives of learning Anatomy; and testing of hypotheses established that the developed framework was effective in improving students’ critical thinking and observational skills. Hence, the developed framework will augment other existing approaches to the teaching and learning of Anatomy. The study recommends that the developed framework should be incorporated into the medical school’s curriculum to enrich the education of students in Anatomy. Further researches are needed to identify how other medical humanities and medicine can be explored to develop students’ knowledge and iii skills to offer effective compassionate care to patients during physical examination | en_US |
| dc.description.sponsorship | KNUST | en_US |
| dc.identifier.uri | https://ir.knust.edu.gh/handle/123456789/13799 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Interdisciplinary | en_US |
| dc.subject | Medical Education | en_US |
| dc.subject | Visual Media | en_US |
| dc.subject | Gross Human Anatomy | en_US |
| dc.subject | University For Development Studies, Tamale | en_US |
| dc.subject | Ghana. | en_US |
| dc.title | An interdisciplinary approach to Medical Education: the role of Visual Media in teaching and learning of “Gross Human Anatomy” at The University For Development Studies, Tamale, Ghana | en_US |
| dc.type | Thesis | en_US |
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