Blended learning approach for teaching and learning anatomy: Students' and teachers' perspective

Introduction: Anatomy education is facing challenges mainly due to reduced curriculum time and lack of cadavers. In order to overcome these constraints, there is a need to introduce technology-assisted self-regulated learning methods such as blended learning along with the traditional face-to-face classroom teaching method. The aim of the present study is to develop and implement blended learning module to support traditional didactic lectures for teaching/learning gross anatomy and to get students' and faculty perception regarding its usefulness. Methodology: A blended learning module (BLM) comprising lesson plans for three topics in gross anatomy was developed and implemented. Feedback was taken from the students and faculty regarding their perception of BLM using separate semi structured, self-administered questionnaires. Results: Majority of the students responded that BLM increased their interest in the subject, encouraged them in developing independent learning skills. They experienced better understanding of the subject and higher level of interaction with the teacher during face-to-face sessions. Most of the faculty members agreed that blended learning motivated students to do self-study, helped them in developing higher cognitive skills and enhances learning. Discussion: Students' and faculty perception was that blended learning facilitates understanding of the subject, motivates students for self-directed learning and provides access flexibility to learning resources. (C) 2016 Anatomical Society of India. Published by Elsevier, a division of Reed Elsevier India, Pvt. Ltd. All rights reserved.