Anatomical Knowledge Gain through a Clay-Modeling Exercise Compared to Live and Video Observations

Autor/inn/en	Kooloos, Jan G. M.; Schepens-Franke, Annelieke N.; Bergman, Esther M.; Donders, Rogier A. R. T.; Vorstenbosch, Marc A. T. M.
Titel	Anatomical Knowledge Gain through a Clay-Modeling Exercise Compared to Live and Video Observations
Quelle	In: Anatomical Sciences Education, 7 (2014) 6, S.420-429 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1443
Schlagwörter	Teaching Methods; Models; Manipulative Materials; Anatomy; Human Body; Pretests Posttests; Comparative Analysis; Observation; Video Technology; Scores; Statistical Analysis; Knowledge Level; Medical Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Hilfsmittel; Anatomie; Menschlicher Körper; Beobachtung; Statistische Analyse; Wissensbasis; Medizinische Ausbildung
Abstract	Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest-post-test experiments. In these experiments, the learning effects of clay modeling were compared to either live observations (Experiment I) or video observations (Experiment II) of the clay-modeling exercise. The effects of learning were measured with multiple choice questions, extended matching questions, and recognition of structures on illustrations of cross-sections. Analysis of covariance with pretest scores as the covariate was used to elaborate the results. Experiment I showed a significantly higher post-test score for the observers, whereas Experiment II showed a significantly higher post-test score for the clay modelers. This study shows that (1) students who perform clay-modeling exercises show less gain in anatomical knowledge than students who attentively observe the same exercise being carried out and (2) performing a clay-modeling exercise is better in anatomical knowledge gain compared to the study of a video of the recorded exercise. The most important learning effect seems to be the engagement in the exercise, focusing attention and stimulating time on task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10