Abstract
A solid anatomical knowledge base is valued as an essential constituent to lifelong learning in medicine. Clay modeling (CM) as part of a multimodal approach to learning is an inimitable didactic means for healthcare professionals to interactively and kinetically improve their fundamental understanding of clinical human anatomy. Our study assesses the effectiveness of CM as a clinical anatomy review technique for students at different stages of education. Twelve physician assistant students (PAS) and physical therapy students (PTS) and twelve first‐year medical students (MS) from anatomy at SUNY Downstate attended six weekly 150‐minute CM classes. 23 third‐year MS, four third‐year PAS, and ten postgraduate resident physicians attended a series of 2‐hour CM courses on anatomy relevant to concurrent clinical rotations. Quantitative assessment of pre and post‐test performance showed statistically significant differences within the CM group (p < 0.05) for first‐year students and residents at all levels of training. Qualitative analysis showed consistently high satisfaction among resident physicians and students when given concomitantly with anatomy dissection but not clinical rotations. While groups from all educational levels demonstrated learning, our findings show CM to be of moderate benefit to postgraduate physicians during clinical training and an overwhelmingly positive addition to preclinical anatomical education.
Published Version
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