Diaphanized Specimens for Foetal Osteogenesis Teaching during Embryology Lectures: A qualitative approach to students' perceptions

Medical education has quickly advanced in complexity putting aside important subjects such as Embryology. Students find it difficult to understand human embryological development, especially three‐dimensional changes undergone by the embryo. The use of alternative techniques to engage students and enrich their learning experience, such as diaphanization ‐ a preservation technique that achieves transparency of a specimen‐, can become useful in such conditions. Aim This study aims to evaluate the usefulness of diaphanized foetuses (DF) as complementary educational tools to understand the development of the human skeleton from the students' scope. Methods Five DF were used during second‐year osteogenesis teaching sessions at an Integrated Curriculum School with 140 participant students. Evaluation was achieved with standardized and piloted observation instrument, a survey and interviews to assess students' experience and opinions on the value of DF as teaching tools. Surveys were obtained from 117 students, and 10 students were interviewed. Three initial categories were considered 1) students correctly use specimens as teaching tools to improve their learning process, 2) students use the specimens as distractors, creating an obstacle in their learning process, and 3) students don't use the specimens at all. Ethical compliance with the Helsinki Declaration and appropriate legislation were ensured under our Ethics and Research Institutional Committee (IRB) approval Act. 448 and the expedited endorsement 517 on anatomy education with observational and/or pedagogical intervention emphasis. Foetuses were acquired from our Anatomy Laboratory Education and Research Collection and treated under the same IRB expedited endorsement Act. 518. Results Interviews showed a positive correlation between the use of diaphanized specimens during the session and the students' perception on the understanding of the subject. Surveys were answered by 117 students and supported a positive correlation between the use of specimens and self‐reported learning of osteogenesis. Data collection to enhance sample size is being carried out. Data triangulation of surveys, observation and interviews provided four final outcomes; 1) Increased understanding of the process of osteogenesis, 2) Greater understanding of three‐dimensionality, 3) Increased curiosity and interest on the subject and 4) The need for guided manipulation of the specimens. Discussion and Conclusions Most students participating in the study stated the use of DF was helpful in the understanding of the subject. Diaphanized specimens represent a useful educational tool that helps overcome the obstacles faced by Embryology courses or sections in today's medical schools' curriculums. Students reported diaphanization as a useful tool that provides a novel approach to teaching osteogenesis. It offers students much needed early interactions with human specimens while posing no biological hazard, increasing students' interest and enhancing the overall learning process. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .