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It's all in the mime: Actions speak louder than words when teaching the cranial nerves
Author(s) -
Dickson Kerry Ann,
Stephens Bruce Warren
Publication year - 2015
Publication title -
anatomical sciences education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.126
H-Index - 51
eISSN - 1935-9780
pISSN - 1935-9772
DOI - 10.1002/ase.1531
Subject(s) - gesture , psychology , likert scale , presentation (obstetrics) , perception , body language , teaching method , mathematics education , computer science , medicine , communication , developmental psychology , neuroscience , surgery , computer vision
Cranial nerve (CN) knowledge is essential for students in health professions. Gestures and body movements (e.g., mime) have been shown to improve cognition and satisfaction with anatomy teaching. The aim of this pilot study was to compare the effectiveness of didactic lecturing with that of miming lecturing for student learning of the CNs. The research design involved exposure of the same group of students to didactic followed by miming lecturing of CNs. The effectiveness of each lecturing strategy was measured via pre‐ and post‐testing. Student perceptions of these strategies were measured by a survey. As an example of miming, gestures for CN VII included funny faces for muscles of facial expression, kangaroo vocalization for taste, spitting action for saliva production, and crying for lacrimal gland production. Accounting for extra duration of the miming lecture, it was shown that pre‐ to post‐test improvement was higher for the miming presentation than for the didactic (0.47 ± 0.03 marks/minute versus 0.33 ± 0.03, n = 39, P < 0.005). Students perceived that the miming lecture was more interactive, engaging, effective, and motivating to attend (mean on five‐point Likert scale: 4.62, 4.64, 4.56, 4.31, respectively) than the didactic lecture. In the final examination, performance was better ( P < 0.001, n = 39) on the CN than on the non‐CN questions—particularly for students scoring ≤60%. While mediating factors need elucidation (e.g., learning due to repetition of content), this study's findings support the theory that gestures and body movements help learners to acquire anatomical knowledge. Anat Sci Educ 8: 584–592. © 2015 The Authors. Published by Wiley Periodicals, Inc. on behalf of the American Association of Anatomists.