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Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review.

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Clay-based modeling (CBM) effectively enhances short-term anatomy knowledge and student experience. While rated highly, some students find it juvenile and struggle with model creation, with no long-term knowledge gains observed.

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anatomical sciences educationclay-based modelsgross anatomy educationmedical educationpostgraduate medical educationsystematic reviewthree-dimensional modelsundergraduate medical education

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Area of Science:

  • Medical Education
  • Anatomy Teaching
  • Learning Methodologies

Background:

  • Anatomical education faces challenges due to reduced teaching time and resource limitations.
  • Clay-based modeling (CBM) offers an alternative approach to anatomy instruction.
  • This review evaluates CBM's effectiveness against traditional methods.

Purpose of the Study:

  • To systematically review and appraise literature on CBM for human gross anatomy education.
  • To compare CBM's uses, advantages, and limitations with alternative teaching methods.
  • To assess CBM's impact on student knowledge and experience.

Main Methods:

  • Systematic literature search across Embase, MEDLINE, Scopus, and Web of Science.
  • Quality assessment of included studies using the Medical Education Research Quality Instrument (MERSQI).
  • Inclusion of 12 high-quality studies (mean MERSQI score 11.50/18).

Main Results:

  • CBM is applicable to all gross anatomical regions.
  • 11 studies showed significant short-term knowledge improvement with CBM.
  • Eight studies indicated high student ratings for CBM, despite some perceiving it as juvenile or difficult to implement.

Conclusions:

  • Clay-based modeling is an effective method for improving short-term human gross anatomy knowledge.
  • CBM should be considered a valuable tool for anatomy educators.
  • Further research, including randomized controlled trials, is needed to investigate CBM's long-term effects.