Validation of Clay Modeling as a Learning Tool for the Periventricular Structures of the Human Brain

Autor/inn/en	Akle, Veronica; Peña-Silva, Ricardo A.; Valencia, Diego M.; Rincón-Perez, Carlos W.
Titel	Validation of Clay Modeling as a Learning Tool for the Periventricular Structures of the Human Brain
Quelle	In: Anatomical Sciences Education, 11 (2018) 2, S.137-145 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akle, Veronica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1719
Schlagwörter	Anatomy; Visualization; Brain; Medical Education; Medical Students; Models; Depth Perception; Undergraduate Students; Foreign Countries; Video Technology; Manipulative Materials; Knowledge Level; Tests; Focus Groups; Surveys; Scores; Gender Differences; Self Concept; Spatial Ability; Colombia + Suchen Sie Ihr Suchwort? Anatomie; Visualisation; Visualisierung; Gehirn; Medizinische Ausbildung; Analogiemodell; Depth psychology; Tiefenpsychologie; Ausland; Hilfsmittel; Wissensbasis; Examination; Prüfung; Examen; Survey; Umfrage; Befragung; Geschlechterkonflikt; Selbstkonzept; Räumliches Vorstellungsvermögen; Kolumbien
Abstract	Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D-model from oil-based modeling clay affects learners' understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer-based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper-based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students' perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self-perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01