MEDICAL STUDENTS’ ANATOMY KNOWLEDGE RETENTION THROUGH THE SITUATIVE LEARNING AND TEACHING IN PRACTICE

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Classroom learning differs from activities involved in situative learning embedded within activity, and background. Situative practice theory posits that learning is unintentional and situated within authentic activity, context, and culture. It allows students to interact and communicate in professional manner and develop their professional practice. They have to utilise a lot of transferable skills as communication, presentation, proving their integrity, ability for team work, and using group work too. Teaching anatomy to medical students and medicine allied programmes through practical courses and seminars as dissection, tutorials with models and prosections, situative learning is valuable and highly rated by the students in medical education as a tool for better understanding and knowledge retention. There is applied deep unintentional aim to develop spatial awareness and relation in complexity. The benefits and difficulties depend on facilities background, lecturers’ availability and students’ interest. Using qualitative questionnaire students appreciated practical impact in medical education and they reported as very beneficial to understanding the topic and subject itself, students engagement, social interaction and team work. Other interesting ideas were discuss through the open questions with stimulating suggestions to improve learning and teaching anatomy. This study gives an insight in feedback from both, the students and lecturers perspectives. It highlight different acquired skills applied through situative learning to aid and endorse professional development and students’ ability to interact in authentic context. It brings discussion on possible impact on students’ interest on topic, sharing knowledge through peer teaching and specialist communication and presentation.