Browsing by Author "Merghani, Tarig"

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Development and application of a learning enjoyment scale for pedagogical activities [version 2; peer review: 2 approved]
(F1000Research, 2024) Merghani, Tarig; Babiker, Rasha; Alawad, Azza O.
The impact of learning enjoyment on motivation, enthusiasm, and overall learning experiences is significant. Previous studies, lacking an unbiased tool for measuring enjoyment and confronting various influencing factors, produced conflicting results regarding enjoyment levels in different instructional methods. Hence, we developed a learning enjoyment scale for evaluating both active and passive educational activities. We applied the developed scale to 112 first-year medical and dental students to assess their enjoyment during didactic physiology lectures and explored possible associated factors. Within this data note, we present students’ responses to the developed LES. The LES encompasses six dimensions: knowledge, comprehension, application, analysis, concentration, and enjoyment. Students provided ratings for each dimension on a five-point Likert scale, spanning from 1 (strongly disagree) to 5 (strongly agree). The cumulative scores across the six dimensions range from a minimum of 6 to a maximum of 30. These total scores can be categorized as excellent (> 24), acceptable (18-24), or low (< 18). The second section of the dataset examines specific factors influencing overall enjoyment, such as teacher proficiency, topic difficulty, active student participation, objectives fulfillment, low stress levels, and self perceived acquisition of skills. In addition to objective measurement of students’ enjoyment level, the LES can be utilized for quantitative cross-comparisons between different teaching activities. By employing this dataset, we will undertake an analysis to determine the internal consistency of the Learning Enjoyment Scale (LES), with the anticipation that the outcomes will be published in another venue
Unveiling the perceptions of medical and allied health students towards cadaveric dissection and virtual resources in anatomy education: a cross sectional study
(BMC Medical Education, 2025) Elbeshbeishy, Rana; Salama, Rasha; Goud, BK Manjunatha; Babiker, Rasha; Jhancy, Malay; Hamed, Nour; Oraby, Farah; Merghani, Tarig
Background Cadaveric dissection has long been a cornerstone of anatomy education, offering unparalleled hands-on experience that fosters both intellectual and emotional growth in medical students. It plays a crucial role in shaping professional identity while enhancing anatomical understanding. However, the emergence of digital platforms, including virtual reality (VR), augmented reality (AR), and 3D modeling, presents new opportunities to transform anatomy education. Objectives This study explores the perceptions of medical and health sciences students at Ras Al Khaimah Medical and Health Sciences University (RAKMHSU) regarding the integration of digital tools alongside traditional cadaveric dissection. By comparing attitudes toward these approaches, the study aims to identify strategies like using 3D models, animations, and interactive apps to familiarize students with anatomical structures before entering the dissection lab for harmonizing traditional and digital learning methods to optimize anatomy education. Methods This cross-sectional study was conducted over seven months using an anonymous, structured 20-item questionnaire administered to 454 students from various health disciplines at Ras Al Khaimah Medical and Health Sciences University. A convenience sampling method was used. The questionnaire assessed sociodemographic data, attitudes toward cadaveric dissection, its significance in practical learning, comparisons with digital resources, and its role in professional development. Institutional approval was obtained, and informed written consent was secured from all participants before the study commenced. Results Medical students expressed significantly stronger support for cadaveric dissection compared to allied health students, particularly regarding emotional engagement (p < 0.05), perceived educational value (p < 0.001), and comfort with handling cadavers (p < 0.001). While both groups acknowledged the benefits of digital resources, medical students reported greater improvements in visualization, confidence, and interactive learning (p < 0.01). Conclusion Cadaveric dissection remains an essential pillar of anatomy education, offering irreplaceable benefits in anatomical comprehension and psychomotor skill development. This study highlights its role in fostering professional attributes while demonstrating that digital platforms serve as valuable complementary tools. Rather than replacing cadaveric dissection, these digital innovations enhance learning by creating a synergistic educational environment.