Integrated Sequential Layering – An Effective Method for Teaching and Learning Anatomy in the Digital Age

Teaching anatomy has always been a challenging task due to the vastness and complexity of its content. This is further accentuated by the limitation of time availability in current medical curricula for basic sciences teaching. Before the era of Power Point and Prezi, the chalk board/white board and transparency‐based overhead projector (TBOP) teaching were the most widely used means of didactic teaching of anatomy. These methods have merits in their own right when it comes to teaching complex anatomy, since the content being taught is revealed in a logical, sequential manner at an ideal pace for learning. The main drawbacks, however, are that not every teacher is competent in producing anatomical drawings and in the context of current constrained teaching time, these methods may not be sustainable. The use of pre‐drawn transparencies for TBOP had the additional advantages of being able to teach complex regional anatomy, layer by layer. Underpinned by the basic principles of chalkboard/TBOP teaching, the objective of our project was to develop a series of animated digital anatomical drawings to facilitate learning and teaching of basic and applied anatomy, in a flexible learning setting. Methods A series of anatomical drawings were created using Microsoft PowerPoint. A range of carefully selected animations were used to integrate the complex anatomical drawings structure by structure or layer by layer in a logical, sequential and user controlled manner, simplifying what would otherwise be complex concepts and content‐heavy anatomical images ‐ concept described as Integrated Sequential Layering (ISL). These sequentially appearing integrated modular drawings could also be deconstructed and reconstructed as often as necessary, enabling a richer learning experience. Examples of the integrated modular drawings produced in our project includes regional anatomy of the thyroid gland; organization of the brain; anatomy of the meninges in the context of intracranial hemorrhages; the anatomy of the inguinal canal and anterior abdominal wall; and, the brachial plexus and lumbosacral plexus. Two versions of these Integrated Sequential Layering modules were created; one for didactic teaching purposes and another with fully integrated voice for delivery via our university's BlackBoard platform for online and flexible learning opportunities. Feedback was obtained from a group of anatomy teachers who utilized these modules as well as students using appropriate questionnaires. Results The feedback from both teachers and students were overwhelmingly positive. The teachers indicated that these modules could be effectively integrated into their PowerPoint based lectures, were user friendly, time efficient and would improve student engagement. Students approved of the use of ISL at didactic lectures and indicated that the voice integrated modules were helpful as self‐learning modules for revision and reinforcement of anatomy. Conclusion The ISL method appear to be a promising way of teaching and learning anatomy which can be flexibly integrated into Power Point based lecture material. The ISL modules could also be entirely delivered online for promoting self‐directed and active learning of anatomy.