An Active Learning Lesson with Three Dimensional Models to Improve Understanding of Pelvic and Perineal Anatomy

Abstract

Novice students have difficulty understanding the anatomy of the pelvis and perineum due to the complex arrangement and limited visibility of structures in these areas. Previously, medical students at UT Health San Antonio studied these regions using dissection, prosection, peer teaching, and radiographs. We combined 35‐minute sessions with three dimensional (3D) models made with simulated anatomical contents using arts and crafts materials, and a case study utilizing digital anatomy software, BodyViz, to the traditional teaching methods. The effectiveness of the additional 3D active learning tools was assessed by comparing student exam performance, following their participation in the sessions, with the exam results from the previous three academic years. The results demonstrated that students, with access to the 3D tools, slightly reversed a decreasing trend on exam average scores and showed significant improvement in the identification of specific structures in the pelvis and perineum. The study also suggested a slight advantage in student attendance to the active learning lesson following exposure to cadaveric prosections as compared to those attending the active learning lesson prior to the laboratory session. In the current academic year, the 3D models alone were utilized by medical students in two optional active learning lesson sessions to evaluate the model's effectiveness in improving their understanding of the anatomy. In a class of 217 students, 53.4% of students chose to participate in the active learning lesson using the model. Out of those students struggling in the course, 69% chose to attend the active learning sessions. Overall, students had positive comments about the impact of the models and the session in their learning. Student performance on exam topics related to the pelvis and perineum is tracked and compared to medical student averages in previous medical classes. The active manipulation of the 3D models and the additional time dedicated to the active learning exercise gives students the capability to study the complex spatial relationships of structures and improve their performance on course exams. Our models show great potential as an optional teaching method in enhancing medical student learning of the anatomy of the pelvis and perineum.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.