Using Play-Dough to Enhance Neuroanatomy Learning and Mitigate Student Stress

Area of Science:

• Medical Education
• Neuroanatomy
• Innovative Learning Strategies

Background:

• Medical school curricula face challenges impacting student learning and well-being.
• Traditional neuroanatomy education may be limited by rigid schedules and resources.
• Innovative strategies are needed to improve student experiences and provide therapeutic outlets.

Purpose of the Study:

• To evaluate the effectiveness of clay-based learning (CBL) in neuroanatomy education.
• To explore CBL's impact on student engagement and well-being.
• To assess CBL as a tool to overcome infrastructural limitations in medical education.

Main Methods:

• A two-phased approach involving conception and execution of a clay-based learning session.
• Students worked in pairs using play-dough to construct a model of the brainstem.
• A reflective assessment task was incorporated to enhance student engagement.

Main Results:

• Student feedback was collected and analyzed quantitatively and qualitatively.
• A formative MCQ-based test was administered to assess learning.
• The evaluation explored the multifaceted value of CBL beyond active learning.

Conclusions:

• Student experiences significantly influence learning and mental well-being.
• Clay-based learning (CBL) can improve engagement with challenging subjects like neuroanatomy.
• Thoughtful implementation of CBL, considering student perspectives, is crucial for success.