Student construction of anatomic models for learning complex, seldom seen structures

Lujan, Heidi L.; Krishnan, Sandhya; O’Sullivan, Daniel; Hermiz, David J.; Janbaih, Hussein; DiCarlo, Stephen E.

doi:10.1152/advan.00098.2013

Cited by 6 publications

(5 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…To a lesser extent, students reported that a lack of models and difficulty visualizing nervous system structures contributed to difficulties learning the nervous system. As being able to visualize anatomical structures through models or dissections has been shown repeatedly to benefit student learning (Kramer and Soley 2002, DeHoff et al 2011, Lujan et al 2013, Haspel et al 2014, Lombardi et al 2014, it does not come as a surprise that students would report this issue with regards to learning the nervous system. Indeed, undergraduate human anatomy students strongly favor the use of models when learning anatomy (Wright 2012, Anderton et al 2016, Shaffer 2016.…”

Section: Discussionmentioning

confidence: 99%

Student Perceived Difficulties in Learning Organ Systems in an Undergraduate Human Anatomy Course

Lieu¹,

Gutierrez²,

Shaffer³

2018

HAPS ED

View full text Add to dashboard Cite

Learning human anatomy may be a difficult task for students for a variety of reasons including the quantity of material in the course or discipline-specific factors such as understanding anatomical terminology or learning complex physiological processes. Additionally, students may find certain organ systems more challenging than others. While prior studies have assessed student perceptions of learning specific organ systems in a variety of settings, it is unknown what organ systems students in an undergraduate human anatomy course find most difficult to learn. The goals of this study were to determine what organ systems undergraduate human anatomy students find most and least challenging to learn and to determine the reasons why they feel as they do. The results of this study showed that students overwhelmingly found the peripheral nervous system to be the most difficult to learn because of complex structure-function relationships and their inability to visualize the system. Conversely, students thought that the cardiovascular and skeletal systems were the least challenging to learn because of prior exposure to them and ease of visualization. These findings allow for the development and alteration of instructional strategies to address the issues that students face when learning about difficult organ systems.

show abstract

Section: Discussionmentioning

confidence: 99%

Student Perceived Difficulties in Learning Organ Systems in an Undergraduate Human Anatomy Course

Lieu¹,

Gutierrez²,

Shaffer³

2018

HAPS ED

View full text Add to dashboard Cite

show abstract

“…In a study by Lujan HL et al, (2013) of Michigan, four students (two medical, one health science and one science major student)were allowed to create the model of complex structure which is hard to be seen in dissection and the bronchial casts provided a threedimensional, clear view of the series of rapidly branching airways. The students found this procedure to be an inspiring and motivated to learn and understand the complex morphology [11].…”

Section: Discussionmentioning

confidence: 99%

Impact of Plastinated Tracheobronchial Tree Cast on Students’ Learning in a South Indian Medical School- A Quasi-experimental Study

Uma¹,

Leelavathy²

2022

IJARS

View full text Add to dashboard Cite

Introduction: Plastination is a technique used in anatomy to preserve body parts or whole body by indefinitely replacing water and lipids contained in it with a curable plastic. This process renders human tissue dry, non toxic, and odorless. The students consider these specimens as user friendly in enhancing their learning. Aim: To evaluate and compare the knowledge gained and its long term retention, between two groups of students, by the use of plastinated specimens and that of routine lecture class of same topic, respectively. Materials and Methods: This quasi-experimentall study was conducted in the Anatomy Department of a Medical School in Bangalore, Karnataka, India, between November 2018 and January 2019. Total 150 Bachelor of Medicine and Bachelor of Surgery (MBBS) students from first year were divided into two groups- G1 and G2 of 75 students each. G1 was taught bronchopulmonary segments with tracheobronchial tree cast and a regular theory class was conducted on the same topic for G2. Both the groups were evaluated with a written questionnaire on the same day (T1) after the session and after 10 weeks (T2). The test scores of both the groups were compared using independent sample t-test and paired sample t-test was used to compare T1 and T2 scores of same groups. Results: The number of students taken for analysis among G1 was 48 (28 girls and 20 boys) out of 75 and G2 was 47(30 girls and 17 boys) out of 75 and their mean age was 19±1 years. The mean score of G1 for T1 was 6.30 and for T2 it was 8.60, whereas the mean score of G2 for T1 was 11.05 and T2 was 8.58. Statistically significant difference was observed within both the groups G1 (p-value=0.023) and G2 (p-value=0.002) for T1 and T2. There was a statistically significant difference on inter group comparison for T1 (p-value<0.01), whereas, on comparing the test scores for T2 of G1 and G2 there was no significant difference. Conclusion: The results bring about the importance of visual and tactile learning of bronchopulmonary segments which has an impact on the memory for a longer period rather than didactic lecture classes. The use of plastinated specimens as an adjuvant to dissection in anatomy teaching will help in better understanding of the subject and retention for a longer period of time.

show abstract

“…Además, fomenta la creatividad, la innovación y el emprendimiento en los estudiantes. Rodenbaugh et al (2012) afirman que la construcción de modelos físicos brinda oportunidades para que el estudiante piense acerca de la información, se involucre en el proceso, desarrolle una comprensión funcional del material y use las habilidades de razonamiento (Dicarlo, 2013). Estas cualidades podrían ser de utilidad en la enseñanza -aprendizaje de la fisiología; cambiar un poco el Modelo tradicional, el cual se centra en la transmisión de conocimiento en un solo sentido, desde el profesor hacia el estudiante.…”

Section: Los Modelos Didácticos En Fisiologíaunclassified

El uso de los biomodelos didácticos en las ciencias veterinarias: Una revision.

Quinche

Castillejo

Guzmán

et al. 2021

Ciencias Veterinarias

View full text Add to dashboard Cite

Los modelos didácticos se han empleado a través del tiempo como un medio para el entendimiento de la medicina humana y animal; especialmente en asignaturas como: anatomía, fisiología, cirugía y patología, las cuales son de mayor relevancia en la formación del profesional en medicina. Estos modelos son maquetas artificiales, tridimensionales. Buscan una aproximación a la morfología y función de un organismo; ayudan a su exploración y, en lo posible, un reemplazo para disminuir las prácticas con experimentación animal. Este artículo se elaboró mediante la búsqueda bibliográfica en diversas fuentes. También, se presenta ejercicios didácticos propios, de los autores, para resaltar algunos aspectos importantes del uso de los biomodelos desde diferentes disciplinas de la medicina veterinaria. Asimismo, diferentes puntos de vista para su implementación como herramienta que promueva el proceso de enseñanza – aprendizaje en los estudiantes.

show abstract

Student construction of anatomic models for learning complex, seldom seen structures

Cited by 6 publications

References 3 publications

Student Perceived Difficulties in Learning Organ Systems in an Undergraduate Human Anatomy Course

Student Perceived Difficulties in Learning Organ Systems in an Undergraduate Human Anatomy Course

Impact of Plastinated Tracheobronchial Tree Cast on Students’ Learning in a South Indian Medical School- A Quasi-experimental Study

El uso de los biomodelos didácticos en las ciencias veterinarias: Una revision.

Contact Info

Product

Resources

About