The Etymological Dissection Approach for Learning Embryology Terminology
Authors: Mohr Madison , Olive Elizabeth J , Barremkala Mallikarjuna , Venuti Judith M 
Published: June 2021

Medical students report that their top approach for learning vocabulary is rote memorization. We propose that understanding the etymological origins of anatomical terms will lead to a better understanding of associated information such as origin, location, shape, and function. In line with the LCME initiative to increase “self/student‐directed learning,” we have begun a project to design, implement and assess an instructional tool that will engage and improve student learning of terminology. It is based on the proverb “Give a man a fish, and you feed him for a day; show him how to catch fish, and you feed him for a lifetime.” It employs the dissection of new words using their etymological origins, the “etymological dissection approach” (EDA). The goal is to provide students with a tool they can apply, not only for the improved understanding of embryological terminology, but medical terminology in general.

A pilot study in 2017 introduced the EDA to the class of 2021 at the Oakland University William Beaumont School of Medicine through online modules. In these EDA modules, students were provided a term and asked to identify their own word (root) that seems to share a common origin with the new anatomical term, deduce the significance of that root, and use the root to learn something about the structure. Each EDA module outlines 5 steps for each new term: Connect, Deduce, Confirm, Understand, and Integrate. In this way, students can fit new terminology and associated information into their existing linguistic framework. By applying this technique, they should be able to “dissect” almost any new terminology they encounter in the future.

We have undertaken a mixed methods study to determine the utility of the EDA and extend to embryology terms. The qualitative aspect of the study involved focus groups to gain students' input regarding their prior experiences in embryology, use of online modules, and preferences for the delivery of future EDA exercises. Each focus group was audio recorded and transcribed. Qualitative analysis using NVivo software allowed us to identify themes from the focus group discussions. Students provided suggestions on how to improve existing embryology instructional tools and input for the design and implementation of the EDA. The overwhelming majority stated a desire to have a prematriculation etymology resource. These and additional themes will guide us in the content, timing, and mode of delivery of a new EDA resource. The quantitative aspect of the study will assess its utility and impact.

The EDA introduces students to a new way of learning anatomical terminology, and because this approach encourages the use of information that students already know, it may help them remember new terms more easily and retain them longer. It is hoped that students will apply the EDA approach to learning future terminology in other disciplines. In summary, this study shows promise in our goal of creating an educational tool that will add to medical students' skillsets by encouraging self‐directed learning and further their lifelong learning.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.