The Effectiveness of Physical Models in Teaching Anatomy: A Meta-Analysis of Comparative Studies

Autor/inn/en	Yammine, Kaissar; Violato, Claudio
Titel	The Effectiveness of Physical Models in Teaching Anatomy: A Meta-Analysis of Comparative Studies
Quelle	In: Advances in Health Sciences Education, 21 (2016) 4, S.883-895 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-015-9644-7
Schlagwörter	Anatomy; Models; Medical Education; Meta Analysis; Comparative Analysis; Instructional Effectiveness; Instructional Materials; Statistical Analysis; Teaching Methods; Spatial Ability; Retention (Psychology); Outcomes of Education; Educational Research + Suchen Sie Ihr Suchwort? Anatomie; Analogiemodell; Medizinische Ausbildung; Meta-analysis; Metaanalyse; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Räumliches Vorstellungsvermögen; Merkfähigkeit; Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung
Abstract	There are various educational methods used in anatomy teaching. While three dimensional (3D) visualization technologies are gaining ground due to their ever-increasing realism, reports investigating physical models as a low-cost 3D traditional method are still the subject of considerable interest. The aim of this meta-analysis is to quantitatively assess the effectiveness of such models based on comparative studies. Eight studies (7 randomized trials; 1 quasi-experimental) including 16 comparison arms and 820 learners met the inclusion criteria. Primary outcomes were defined as factual, spatial and overall percentage scores. The meta-analytical results are: educational methods using physical models yielded significantly better results when compared to all other educational methods for the overall knowledge outcome (p < 0.001) and for spatial knowledge acquisition (p < 0.001). Significantly better results were also found with regard to the long-retention knowledge outcome (p < 0.01). No significance was found for the factual knowledge acquisition outcome. The evidence in the present systematic review was found to have high internal validity and at least an acceptable strength. In conclusion, physical anatomical models offer a promising tool for teaching gross anatomy in 3D representation due to their easy accessibility and educational effectiveness. Such models could be a practical tool to bring up the learners' level of gross anatomy knowledge at low cost. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01