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Learning by drawing and modeling: Teaching modalities for spinal anatomy in medical students.
Beach, Isidora R; D'Agostino, Erin N; Thakrar, Raj; Lunardini, David J.
Afiliación
  • Beach IR; Division of Neurosurgery, University of Vermont Medical Center, Burlington, Vermont, USA.
  • D'Agostino EN; Division of Neurosurgery, University of Vermont Medical Center, Burlington, Vermont, USA.
  • Thakrar R; Division of Neurosurgery, University of Vermont Medical Center, Burlington, Vermont, USA.
  • Lunardini DJ; Department of Orthopaedics and Rehabilitation, University of Vermont Medical Center, Burlington, Vermont, USA.
Anat Sci Educ ; 16(6): 1041-1045, 2023.
Article en En | MEDLINE | ID: mdl-37370211
Ongoing research has attempted to discern the optimal way to teach surgical anatomy. This study investigated the relative effectiveness of drawing and clay modeling on learning spinal anatomy among medical students. Participants were recruited from a first-year medical school class to participate in an optional educational session in their regular course schedule. Seventy-eight students participated, and 62 completed pre- and post-session tests. Participants were randomized to one of three groups, either learning spinal anatomy by (1) drawing, (2) clay modeling, or (3) reviewing a 3D anatomy application (control). All groups referenced the anatomy application; the control group had no additional learning modality. Students had 15 min to learn major anatomical structures in the lumbar spine according to their assigned modality. Learning was evaluated in terms of score differential on pre- and post-session anatomy tests, with questions focused on anatomy applied in different contexts such as pathophysiology and radiology. Improved pre- to posttest scores were expected for the drawing and modeling groups compared to control. On average, the drawing group's scores significantly improved by 11% from pre- to posttest. Scores in the clay and control groups did not significantly improve. Drawing is thus an effective strategy for learning basic and applied spinal anatomy, and drawing and clay modeling (with adequate time) may be useful for teaching medical students to apply surgical anatomical knowledge in various contexts. These modalities are generalizable to any surgical anatomical education, and should be further explored among surgical residents given their efficacy, feasibility, and minimal use of resources.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Educación de Pregrado en Medicina / Anatomía Tipo de estudio: Clinical_trials / Prognostic_studies Límite: Humans Idioma: En Revista: Anat Sci Educ Asunto de la revista: ANATOMIA / EDUCACAO Año: 2023 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Educación de Pregrado en Medicina / Anatomía Tipo de estudio: Clinical_trials / Prognostic_studies Límite: Humans Idioma: En Revista: Anat Sci Educ Asunto de la revista: ANATOMIA / EDUCACAO Año: 2023 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos