Clay Modeling versus Written Modules as Effective Interventions in Understanding Human Anatomy

Autor/inn/en	Bareither, Mary Lou; Arbel, Vered; Growe, Meghan; Muszczynski, Emily; Rudd, Adam; Marone, Jane R.
Titel	Clay Modeling versus Written Modules as Effective Interventions in Understanding Human Anatomy
Quelle	In: Anatomical Sciences Education, 6 (2013) 3, S.170-176 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1321
Schlagwörter	Medical Education; Medical Students; Anatomy; Questionnaires; Learning Modalities; Visual Stimuli; Auditory Stimuli; Written Language; Kinesthetic Methods; Comparative Analysis; Teaching Methods; Learning Modules; Student Attitudes; Undergraduate Students + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Anatomie; Fragebogen; Lernumgebung; Auditive Stimulation; Geschriebene Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Learning module; Lernmodul; Schülerverhalten
Abstract	The effectiveness of clay modeling to written modules is examined to determine the degree of improvement in learning and retention of anatomical 3D relationships among students with different learning preferences. Thirty-nine undergraduate students enrolled in a cadaver dissection course completed a pre-assessment examination and the VARK questionnaire, classifying learning preference as visual, auditory, read/write, or kinesthetic. Students were divided into clay, module, and control groups with preference for learning style distributed among groups. The clay and module groups participated in weekly one-hour classes using either clay models or answering written questions (modules) about anatomical relationships, respectively. The control group received no intervention. Post-assessment and retention examinations were administered at the end of the semester, and three months later, respectively. Two variables ([delta]1, [delta]2) represented examination score differences between pre- and post-assessment and between post-assessment and retention examinations, respectively. The [delta]1 for clay and module groups were each significantly higher than controls (21.46 plus or minus 8.2 vs. 15.70 plus or minus 7.5, "P" less than or equal to 0.05; and 21.31 plus or minus 6.9 vs. 15.70 plus or minus 7.5, "P" less than or equal to 0.05, respectively). The [delta]2 for clay and module groups approached but did not achieve significance over controls (-6.09 plus or minus 5.07 vs. -8.80 plus or minus 4.60, "P" = 0.16 and -5.73 plus or minus 4.47 vs. -8.80 plus or minus 4.60, "P" = 0.12, respectively). No significant differences were seen between interventions or learning preferences in any group. However, students of some learning styles tended to perform better when engaging in certain modalities. Multiple teaching modalities may accommodate learning preferences and improve understanding of anatomy. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10