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Constructing Physical 3D Models Enhances Comprehension of Anatomical Concepts in Allopathic Medical Students: A Pilot Study
Author(s) -
Cannell Ruslana M.,
Saied Arman,
Kirshman Nathalie,
Panchal Dhruvi D.,
Vu Baoanh,
Hassan Sherif S.
Publication year - 2020
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2020.34.s1.09339
Subject(s) - kinesthetic learning , learning styles , comprehension , reading (process) , style (visual arts) , medical education , psychology , medicine , computer science , mathematics education , visual arts , art , political science , law , programming language
Background Studies have shown that the use of physical 3D anatomy models enhance understanding of complex anatomical structures. 1 However, these studies have been limited to specific medical and veterinary schools. This study examines whether creating physical 3D anatomy models will also provide learning enhancements to allopathic medical students at California University of Science and Medicine (CUSM) taking anatomy courses to diversify pre‐existing data. Methods First and second year allopathic medical students constructed physical 3D anatomy models during art workshops at the CUSM in San Bernardino, CA. Art workshops were held one to two times per course block. During the workshops, participants built physical 3D models that were relevant to the material that was being studied during the respective medical school block. At the end of workshops, participants completed a survey that asked about their learning style and how the workshops affected their understanding of the given anatomy topic. The learning styles are defined as: visual ‐‐ learn best by producing graphs, flow charts, and diagrams, aural ‐‐ learn best by listening, read/write ‐‐ learn best by reading printed words, and kinesthetic ‐‐ learn best through “multisensory learning experiences” by applying information using most of their senses. 2 Results The majority of participants (87.5%) reported that building the physical 3D anatomy models enhanced their understanding of the associated anatomy concept. One participant reported their understanding of the anatomy concept remained unchanged. 87.5% of participants stated having a visual learning style as opposed to a read/write (25%), aural (12.5%), or kinesthetic (12.5%) learning styles 2. The discrepancy in percentages is due to students selecting multiple learning styles. Conclusion Our initial study shows promising results that constructing physical 3D anatomy models can enrich allopathic medical student’s learning of related anatomy concepts. Furthermore, our study revealed that the majority of participants preferred visual learning techniques which could play a role in the increased comprehension of anatomy concepts from building 3D models. In future studies, we will survey participants to gauge for depth of understanding of anatomical concepts, other than the participants’ perceived understanding. In addition, we will evaluate if specific learning styles affect the ability for allopathic medical students to grasp anatomical concepts following assembly of physical 3D models.References 1 Preece , Daniel , et al. “ ‘Let’s Get Physical’: Advantages of a Physical Model over 3D Computer Models and Textbooks in Learning Imaging Anatomy .” Anatomical Sciences Education , vol. 6 , no. 4 , 2013 , pp. 216 – 224 ., doi: 10.1002/ase.1345 . 2 Fleming , N.D ; ( 1995 ), I’m different; not dumb. Modes of presentation (VARK) in the tertiary classroom , in Zelmer , A. , (ed.) Research and Development in Higher Education, Proceedings of the 1995 Annual