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Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review |
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| Authors: | Keegan Curlewis Brook Leung Manesha Perera Peter J Bazira Katherine A Sanders |
| Institution: | 1. Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom;2. Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
Brighton and Sussex Medical School, Brighton, United Kingdom Contribution: Validation (supporting), Writing - review & editing (supporting);3. Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom Contribution: Validation (supporting), Writing - review & editing (supporting);4. Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom Contribution: Supervision (equal), Writing - original draft (equal), Writing - review & editing (equal);5. Centre for Anatomical and Human Sciences, Hull York Medical School, University of York, York, United Kingdom |
| Abstract: | Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed. |
| Keywords: | anatomical sciences education medical education gross anatomy education undergraduate medical education postgraduate medical education clay-based models three-dimensional models systematic review |