Learning by Drawing and Modeling: Teaching Modalities for Spinal Anatomy in Medical Students

Autor/inn/en	Beach, Isidora R.; D'Agostino, Erin N.; Thakrar, Raj; Lunardini, David J.
Titel	Learning by Drawing and Modeling: Teaching Modalities for Spinal Anatomy in Medical Students
Quelle	In: Anatomical Sciences Education, 16 (2023) 6, S.1041-1045 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beach, Isidora R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2313
Schlagwörter	Anatomy; Medical Education; Surgery; Teaching Methods; Freehand Drawing; Models; Instructional Effectiveness; Medical Students; Computer Assisted Instruction; Comparative Analysis; Learning Processes; Achievement Gains + Suchen Sie Ihr Suchwort? Anatomie; Medizinische Ausbildung; Chirurgie; Teaching method; Lehrmethode; Unterrichtsmethode; Drawing; Zeichnen; Analogiemodell; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Learning process; Lernprozess; Achievement gain; Leistungssteigerung
Abstract	Ongoing research has attempted to discern the optimal way to teach surgical anatomy. This study investigated the relative effectiveness of drawing and clay modeling on learning spinal anatomy among medical students. Participants were recruited from a first-year medical school class to participate in an optional educational session in their regular course schedule. Seventy-eight students participated, and 62 completed pre- and post-session tests. Participants were randomized to one of three groups, either learning spinal anatomy by (1) drawing, (2) clay modeling, or (3) reviewing a 3D anatomy application (control). All groups referenced the anatomy application; the control group had no additional learning modality. Students had 15 min to learn major anatomical structures in the lumbar spine according to their assigned modality. Learning was evaluated in terms of score differential on pre- and post-session anatomy tests, with questions focused on anatomy applied in different contexts such as pathophysiology and radiology. Improved pre- to posttest scores were expected for the drawing and modeling groups compared to control. On average, the drawing group's scores significantly improved by 11% from pre- to posttest. Scores in the clay and control groups did not significantly improve. Drawing is thus an effective strategy for learning basic and applied spinal anatomy, and drawing and clay modeling (with adequate time) may be useful for teaching medical students to apply surgical anatomical knowledge in various contexts. These modalities are generalizable to any surgical anatomical education, and should be further explored among surgical residents given their efficacy, feasibility, and minimal use of resources. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01