Comparing impact on learning of different approaches to teaching anatomy

Aim of project: To develop strategies to best meet the needs of the majority of students when teaching anatomy.

Background: Anatomy is a core component of the veterinary curriculum. Over the years’ various methods of teaching anatomy have evolved but staff tend to use their preferred method without necessarily validating whether it is the most effective method of teaching to take into account the material taught and the differing learning approaches of the students. While learning styles (visual, auditory or kinaesthetic, VAK) have been proposed as one method of identifying differences in learning between individuals1,2 this has been widely criticised in the literature3. Despite this there is some recognition that in terms of learning most show specific tendencies or preferences in terms of how they learn. Breaking it into VAK learning preferences can be useful albeit simplistic.

Study design: Educational materials covering one area of anatomy will be developed and delivered in four ways as an educational intervention e.g. labelled diagrams, audio recording, practical task demonstrating the material, and a combination approach. Volunteer undergraduate veterinary students will be randomly allocated into groups with each group receiving one of these interventions. Prior to the educational intervention students’ individual baseline level of knowledge will be assessed as well as their learning preference based on the VAK test. Students will be formatively assessed on their understanding of the material immediately after the intervention and at a later date to test retention. Data analysis will be performed to determine whether test performances were influenced by the way the material was taught (i.e. whether one approach outperformed the others) and their learning tendency based on VAK.

Training: This PhD will provide extensive training in study design, educational science, data analysis and statistical analysis as well as providing the candidate with career training in teaching.

Funding: This project is eligible for a University of Edinburgh 3year PhD studentship or Principal’s Career Development Studentship. ( http://www.ed.ac.uk/schools-departments/student-funding/postgraduate/uk-eu/university-scholarships/development)

International students should also apply for an Edinburgh Global Research Studentship (http://www.ed.ac.uk/schools-departments/student-funding/postgraduate/international/global/research).

Applications including a statement of interest and full CV with names and addresses (including email addresses) of two academic referees, should be sent to: Liz Archibald, The Roslin Institute, The University of Edinburgh, Easter Bush, Midlothian, EH25 9RG or emailed to [Email Address Removed].

When applying for the studentship please state clearly the title of the studentship and the supervisor/s in your covering letter.

All applicants should also apply through the University’s on-line application system for September 2017 entry via http://www.ed.ac.uk/studying/postgraduate/degrees/index.php?r=site/view&id=826


Applicants for the Principal’s career development studentship must also complete the specific on-line application form at http://www.ed.ac.uk/schools-departments/student-funding/postgraduate/uk-eu/university-scholarships/development