IJAR.2021.210

Type of Article:  Original Research

Volume 10; Issue 1 (March 2022)

Page No.: 8291-8296

DOI: https://dx.doi.org/10.16965/ijar.2021.210

Model Making, An Interesting Method of Learning Anatomy: Students’ perceptions

Uma SV.

Associate Professor, Department of Anatomy, Sapthagiri Institute of Medical Sciences and Research Centre, no. 15, Hesarghatta main road, navy layout, Chikkasandra, Chikkabanavara, Bangalore, Karnataka, India.  https://orcid.org/0000-0002-7833-3695

Corresponding Author: Dr. Uma SV, Associate Professor, Department of Anatomy, Sapthagiri Institute of Medical Sciences and Research Centre, no. 15, Hesarghatta main road, navy layout, Chikkasandra, Chikkabanavara, Bangalore, Karnataka, India. E-Mail: drsvuma@gmail.com

ABSTRACT

Background: The knowledge of anatomy is very essential for the safe and efficient clinical practice. There has been a lot of efforts, made over recent years to promote active learning in students through innovative teaching techniques. Model making is one such type of active and self directed learning. The aim of the study is to introduce model making as a technique of learning Anatomy.The objective was to evaluate the students’ perceptions about various aspects of model making, as a technique of learning anatomy

Material and Methods: Convenient sample of one hundred first year MBBS students were divided into four groups for different model making activities. Each group of twenty five was divided into six and nineteen. Group of nineteen did the routine dissection and the other of six did the model of structures under the cover of gluteus maximus, parotid gland, cavernous sinus with its relations or perineal pouches at various time intervals. Anonymous feedback was taken from students through a questionnaire using a Likert five-point grading scale. The number and percentage of students responding to each item was noted. The mean rating for each item was calculated.

Results: Amajority of students were positive about the use of model making in anatomy.94%, 93%, and 91% of the students felt that model making was useful in learning anatomy,should be used for teaching other topics also and  helped in long term memory respectively.

Conclusion: Students perceived that model making when used along with dissection would promote meaningful learning and deep understanding of anatomy. 

Key words: Model making, Anatomy, Self directed learning, Active learning.

REFERENCES

[1]. Bergman EM, van der Vleuten CPM, Scherpbier AJJ a. Why don’t they know enough about anatomy? A narrative review. Med Teach. 2011;33(2):403–9.
[2]. Sharadkumar Pralhad Sawant, Shaheen Rizvi. Teaching anatomy to undergraduate students. Int J Anat Res 2015;3(2):1212-15.
[3]. Vikas Seth, Prerna Upadhyaya, Mushtaq Ahmad, Vijay Moghe. PowerPoint or chalk and talk:Perceptions of medical students versus dental students in a medical college in India. AdvMedEducPract. 2010;1:11-16.
[4]. MCI BOOKLET; VISION 2015. Available from http://www.mciindia.org/tools/announcement/MCI booklet.pdf
[5]. School of Education at Johns Hopkins University-Thoughts on Self-Directed Learning in Medical Schools: Making Students More Responsible [Internet]. 2015. p. 1–6. Available from: http://education.jhu.edu/PD/newhorizons/lifelonglearning/higher-education/medical-schools/
[6]. Mustafa AG, Allouh MZ, Mustafa IG, Hoja IM. Anatomy learning styles and strategies among Jordanian and Malaysian medical students: The impact of culture on learning anatomy. SurgRadiol Anat. 2013;35(5):435–41.
[7]. “Understanding Your Learning Style”. Wilfrid LayrierUniversity.Study skills & supplemental instruction centre 2008;1–10.
[8]. Friedman BD. Types of Learners. How to teach Eff. 2013;11–5.
[9]. DeHoff ME, Clark KL, Meganathan K. Learning outcomes and student-perceived value of clay modeling and cat dissection in undergraduate human anatomy and physiology. Am J Physiol – Adv Physiol Educ. 2011;35(1):68–75.
[10]. Krontiris-Litowitz J. Using manipulatives to improve learning in the undergraduate neurophysiology curriculum. Adv Physiol Educ 2003;27:109–119.
[11]. Oh CS, Kim JY, Choe YH. Learning of cross-sectional anatomy using clay models. AnatSci Educ. 2009;2(4):156–9.
[12]. Gilbert JK, Boulter CJ. Learning science through models and modeling. In: International Handbook of Science Education, edited by Fraser BJ, Tobin KG. London: Kluwer Academic, 1998, p. 53–56
[13]. Mayer RE. The promise of multimedia learning: using the same instructional design methods across different media. Learn Instr. 2003;13(2):125–39.
[14]. Mallashetty N, Itagi V, Angadi a V. Model making exercise- A new tool for teaching & learning anatomy and perception of students towards it. 2015;3(1):34–6.
[15]. Claudia Diaz. For stimulating multidisciplinary first year students to learn Anatomy for life via innovative, pro-active approaches to improve engagement and learning outcomes. Citations for Outstanding Contributions to Student Learning. 2011;1—4.
[16]. Herur A, Kolagi S, Chinagudi S, Manjula R, Patil S. Active learning by play dough modeling in the medical profession. Am J Physiol – AdvPhysiol Educ. 2011;35(2):241–3.
[17]. Myers DL.Pelvic anatomy for obstetrics and gynecology residents: an experimental study using clay models. ObstetGynecol 2001;97:321–324.
[18]. Motoike HK, O’Kane RL, Lenchner E, Haspel C. Clay modeling as a method to learn human muscles: a community college study. AnatSciEduc 2009;2:19–23.

Cite this article: Uma SV. Model Making, An Interesting Method of Learning Anatomy: Students’ perceptions. Int J Anat Res 2022;10(1):8291-8296. DOI: 10.16965/ijar.2021.210