Clay Modeling in a Sophomore-Level Anatomy Laboratory: Will Active Learning Improve Student Performance?

Carlson, Darby J.; Chandra, Surabhi; Hobbs, Nicholas; Steele, Janet

doi:10.21692/haps.2019.008

Cited by 5 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Formative assessments caused minimal improvement in the final exam performance and the researchers concluded that the ineffective feedback provided in the assessments did not empower students to improve their achievement. Additionally, another study by Carlson, Chandra, Hobbs, and Steele (2019) that used clay modelling as an active learning strategy did not reveal any significant improvement in exam performance, while indicating that time restrictions, group dynamics, and task instructions could be factors hindering the desired outcome.…”

Section: Students' Performancementioning

confidence: 96%

The Effectiveness of Evidence-Based Teaching Practices in Biomedical Sciences on Students’ Learning Experience: A Systematic Literature Review

Goradia

Blackley

Southam

et al. 2023

IJISME

View full text Add to dashboard Cite

The traditional didactic approach to teaching in biomedical sciences falls short of providing students with the 21st century competencies necessary to meet the socioeconomic demands placed upon them. Tertiary biomedical science educators have sought empirical evidence to identify the best practices to meet these demands, each of which have an element of actively involving students in their learning, as opposed to passive and didactic instructional approaches. This review synthesises the literature on evidence-based teaching practices (EBTPs) implemented in biomedical science disciplines and investigates the impact of EBTPs on students’ learning experiences through a systematic review. Seventy-eight studies were analysed, providing a comprehensive review of teaching practices that supported active learning in biomedical science disciplines. The findings revealed that EBTPs had significant impact on students’ academic performance and learning experiences to enhance higher-order thinking skills and self-directed learning, despite the variation in educational setting. A range of instructional strategies and technologies that supported active learning experiences were identified in this review, and the findings provide an evidence base to inform pedagogical decisions regarding the implementation of EBTPs and may serve as an impetus for instructors to implement active learning strategies based on this empirical evidence.

show abstract

Section: Students' Performancementioning

confidence: 96%

The Effectiveness of Evidence-Based Teaching Practices in Biomedical Sciences on Students’ Learning Experience: A Systematic Literature Review

Goradia

Blackley

Southam

et al. 2023

IJISME

View full text Add to dashboard Cite

show abstract

“…Clay modeling has been identified as an effective active learning tool in anatomy education, though its impact varies. Studies have shown its benefits in enhancing understanding and engaging students, but its effectiveness depends on the implementation and student preferences [18][19][20] (Kooloos et al, 2014;Curlewis et al, 2020). 21,22 To investigate this, we will conduct a comparative study examining the differences in students' geometrical mental representations formed through verbal descriptions alone and those enhanced after a tactile interaction.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Prospective comparative study on enhancing geometrical mental representation and anatomical learning in medical students through modeling clay as an assessment tool

Yachou,

Samson,

Lasvergnas

2024

Anatomical Sciences Ed

View full text Add to dashboard Cite

While traditional anatomy education often emphasizes passive learning and rote memorization, it seldom employs constructivist theories that focus on active, hands‐on experiences for effective learning. This study tests the hypothesis that tactile experiences with modeling clay enhance geometric mental representation more effectively than verbal descriptions. We examine the potential of clay modeling to reflect and evaluate students' mental representation of anatomical structures. Utilizing a prospective randomized, open, blind endpoint (PROBE) design, we engaged 36 participants divided into three groups: blind, visually impaired, and a control group. The primary outcome measure was the difference between post‐touch score and pre‐touch score, which gauged the efficacy of tactile intervention in enhancing the participants' capacity to mentally reconstruct a well‐designed anatomical fiction structure. Scoring was executed using a double‐blind double‐evaluation methodology, positioning clay model reconstruction as both an objective reliable assessment and a pedagogical tool. The analysis demonstrated a pronounced improvement in mental representation of anatomical structures, particularly in spatial comprehension and detailed textural discernment, with the mean score soaring from 47.81 pre‐touch to 85.09 post‐touch. Distinct cognitive processing adaptations were evident across groups, with the blind group excelling in tactile acuity and the visually impaired group showing the most significant gains in spatial understanding post‐intervention (Cohen's d = 2.74). The application of modeling clay as a tactile intervention tool can significantly improve the learning of anatomy among medical students. The study underscores the value of active, multisensory engagement and customized teaching strategies for effective anatomy education among this demographic.

show abstract

“…Currently, we find several active methodologies that vary according to their purpose, which may be focused on developing students’ three‐dimensional perception skills (Carlson et al, 2019; Fairén González et al, 2017), stimulating competitiveness in a playful way (Burleson & Olimpo, 2016) or even encourage work in small and/or large groups (Bruno et al, 2016; Martínez & Tuesca, 2014; McBride & Drake, 2016).…”

Section: Introductionmentioning

confidence: 99%

The use of active methodologies for the teaching of human embryology: A systematic review

Guedert

Lima

Silva

et al. 2022

Anat Histol Embryol

View full text Add to dashboard Cite

Embryology is a basic science, of the medical curriculum and of the health area, it serves as a foundation for the understanding of the phenomena that occur in normal development and its alterations. Over the years, active methodologies have been increasingly used as innovative tools in the academic training of health professionals.In this work we aim, through an integrative review, to search for the active methodologies used in the teaching of embryology. The PICo strategy was used to form the guiding question, the results were presented through the Prisma Flow diagram. The databases consulted were PubMed, Embase, Scopus, Web of Science, Science Direct, Medline, Scielo and LILACS, searching for articles until the year 2021. Our results show that embryology is a science still to be explored in the field of methodologies active, few works were found, most using TBL or digital platforms; however, the authors agree that active methodologies are valuable tools in the teaching of embryology, capable of improving student motivation and engagement.

show abstract

Clay Modeling in a Sophomore-Level Anatomy Laboratory: Will Active Learning Improve Student Performance?

Cited by 5 publications

References 0 publications

The Effectiveness of Evidence-Based Teaching Practices in Biomedical Sciences on Students’ Learning Experience: A Systematic Literature Review

The Effectiveness of Evidence-Based Teaching Practices in Biomedical Sciences on Students’ Learning Experience: A Systematic Literature Review

Prospective comparative study on enhancing geometrical mental representation and anatomical learning in medical students through modeling clay as an assessment tool

The use of active methodologies for the teaching of human embryology: A systematic review

Contact Info

Product

Resources

About