Perceptions, views and opinions regarding the use of mnemonics in teaching-learning: An e-mail based survey among Bangladeshi anatomy teachers

Abstract

Background: In anatomy, there are many ‘mnemonics’ available as memory devices. However, how teachers think about different aspects of these devices regarding teaching-learning has not been adequately addressed. This research aimed to determine the perceptions, views, and opinions of Bangladeshi anatomy teachers on the use of mnemonics. Methods: This descriptive cross-sectional study was conducted by the Department of Anatomy at Bangabandhu Sheikh Mujib Medical University, Dhaka, from 2017 to 2018. The research involved a self administered survey via e-mail using Google Forms among 63 Bangladeshi anatomy teachers with a post-graduation in anatomy and at least five years of teaching experience. Responses were collected through pre-designed multiple-choice questions, allowing for single or multiple selection and open-ended questions to explore their perceptions, views, and opinions on seven aspects of using mnemonics. Results: Around 83% of teachers agreed that mnemonics would help effectively memorise anatomical information. Most believed that mnemonic techniques such as ‘Acrostic’ and ‘Rhyme’ would be more effective than ‘Acronym’ and ‘Storytelling’. More than 50% felt that Bangla mnemonics would be more effective than English ones. In teaching anatomy, around 85% preferred to explain a topic first and then introduce the mnemonic. Moreover, half suggested that available English mnemonics could be modified into Bangla to better align with students' understanding levels and cultural context. Conclusions: Most participants indicated ‘Acrostic’ and ‘Rhyme’ were more effective than ‘Acronym’ and ‘Storytelling’. A common view was that modifying English mnemonics to Bangla would yield better results.

Keywords

• mnemonics
• anatomy teachers
• medical education
• teaching-learning