IJAR.2024.187
Type of Article: Original Research
Volume 12; Issue 4 (December 2024)
Page No.: 9027-9031
DOI: https://dx.doi.org/10.16965/ijar.2024.187
Carousel Brainstorming – An Innovative Small Group Teaching Method to Augment Anatomical Knowledge of MBBS Students
Priyadharshini 1, N.B.S Parimala 2, V. Nagaguhan *3, Kanaka Sreenivasulu 4, Sanjay Joseph Fernandes 5.
1 Professor & Head, Department of Anatomy, Alluri sitaramaraju academy of medical sciences, Malakkapuram, Eluru,west Godavari, Andhra Pradesh, India. ORCiD: 0009-0003-8314-8341
2 Professor & Head, Department of Anatomy, NRI medical college, Mangalagiri, Andhra Pradesh, India.
3 Associate Professor, Department of Biochemistry, Aiims Mangalagiri, Guntur, Andhra Pradesh, India. ORCiD: 0000-0001-7091-1967
4 Professor, Department of anatomy, Alluri sitaramaraju academy of medical sciences, Malakkapuram, Eluru,west Godavari, Andhra Pradesh, India.
5 Professor, Department of Anatomy, Alluri sitaramaraju academy of medical sciences, Malakkapuram, Eluru, West Godavari, Andhra Pradesh, India.
Corresponding Author: Dr. V. Nagaguhan, Associate Professor, Department of Biochemistry, Aiims Mangalagiri, Guntur, Andhra Pradesh, India. E-Mail: guhan.nagu@gmail.com
ABSTRACT
Introduction: This study investigated the impact of Carousel Brainstorming, a collaborative and interactive teaching method, on student learning in anatomy education. Emphasizing active participation and knowledge exchange, Carousel Brainstorming aims to enhance critical thinking, teamwork, and the comprehension of complex medical concepts. The research addresses the need for objective measures in real-world settings and explores the effectiveness of Carousel Brainstorming compared to traditional Tutorials.
Methodology: Phase-1 MBBS students (n=100) in the academic year 2023-2024 participated in the study through simple randomization. The research spanned four months, and after a didactic lecture on Mammary Gland, students were divided into two groups: Group A (Tutorials) and Group B (Carousel Brainstorming). The latter engaged in a structured session involving pretests, subgroups, and rotating discussions. Post-tests were administered, and a questionnaire assessed students’ perceptions.
Results: Statistical analysis revealed significant differences in pre-test, post-test, and difference scores between Carousel Brainstorming and Tutorials groups (p < 0.001). Carousel Brainstorming exhibited higher post-test mean scores (7.6) compared to Tutorials (5.0). Students strongly agreed (56.8%) that Carousel Brainstorming was effective.
Conclusion: Carousel Brainstorming emerges as a well-received and beneficial teaching method in anatomy education. Its collaborative and interactive nature positively influences knowledge acquisition and retention, fostering active learning. Future research may explore long-term impacts and diverse applications of Carousel Brainstorming in educational settings, offering a promising avenue for innovative pedagogy.
Keywords: Carousel Brainstorming, Anatomy education, Teaching-learning methods, Student perception, Learning gains.
REFERENCES
[1]. Desy Andriani, Jufrizal, Refnaldi. The Effect of Carousel Brainstorming Strategy and High Conscientiousness toward Students’ Reading Comprehension. International Journal of Science and Research. 2019;8(5):1444-48.
[2]. Anyiendah, M.S.; Odundo, P.A.; Kibui, A. Aspects of the interactive approach that affect learners’ achievement in reading comprehension in Vihiga county, Kenya: A focus on background knowledge. Am. J. Soc. Sci. Humanit. 2019;4:269-287.
https://doi.org/10.20448/801.42.269.287
[3]. Hunter,W., Maheady, L., Andersen, T., Washington,C., Chrisopher-Allen, A. & Jasper, A. Effects of carousel brainstorming on student engagement and academic performance in a summer enrichment program. Journal of Evidence-Based Practices for Schools, 2017;17(2):220-244.
[4]. Ahmadifar, M., Shangarfamm, N. & Marashi, H. The comparative effect of using fishbowl and carousel brainstorming strategies on EFL learners’ foreign language speaking ability and anxiety. Journal of Applied Linguistics and Language Research, 2019;6(1):276-294.
[5]. Paulus, P. B., & Kenworthy, J. B. The impact of brainstorming instructions on the cognitive processes of idea generation. Group Dynamics: Theory, Research, and Practice, 2000;4(4):247-267.
[6]. Nijstad, B. A., Stroebe, W., & Lodewijkx, H. F. Cognitive stimulation and interference in groups: Exposure effects in an idea generation task. Journal of Experimental Social Psychology 2002;38(6):535-544.
https://doi.org/10.1016/S0022-1031(02)00500-0
[7]. Bradshaw, S. D., Stasson, M. F., & Alexander, D. Shyness and group brainstorming: Effects on productivity and perceptions of performance. North American Journal of Psychology, 1999;1(2):267-276.
[8]. Paulus, P. B., Dzindolet, M., & Kohn, N. Collaborative and individual creativity in a rule-based domain. Organizational Behavior and Human Decision Processes, 1993;55(1):38-47.
