Anatomical knowledge gain through a clay-modeling exercise compared to live and video observations.
Identifieur interne : 000720 ( PubMed/Corpus ); précédent : 000719; suivant : 000721Anatomical knowledge gain through a clay-modeling exercise compared to live and video observations.
Auteurs : Jan G M. Kooloos ; Annelieke N. Schepens-Franke ; Esther M. Bergman ; Rogier A R T. Donders ; Marc A T M. VorstenboschSource :
- Anatomical sciences education [ 1935-9780 ]
English descriptors
- KwdEn :
- MESH :
- chemical : Aluminum Silicates.
- education : Anatomy.
- methods : Problem-Based Learning.
- Educational Measurement, Female, Humans, Male, Models, Anatomic, Observation, Video Recording.
Abstract
Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest-post-test experiments. In these experiments, the learning effects of clay modeling were compared to either live observations (Experiment I) or video observations (Experiment II) of the clay-modeling exercise. The effects of learning were measured with multiple choice questions, extended matching questions, and recognition of structures on illustrations of cross-sections. Analysis of covariance with pretest scores as the covariate was used to elaborate the results. Experiment I showed a significantly higher post-test score for the observers, whereas Experiment II showed a significantly higher post-test score for the clay modelers. This study shows that (1) students who perform clay-modeling exercises show less gain in anatomical knowledge than students who attentively observe the same exercise being carried out and (2) performing a clay-modeling exercise is better in anatomical knowledge gain compared to the study of a video of the recorded exercise. The most important learning effect seems to be the engagement in the exercise, focusing attention and stimulating time on task.
DOI: 10.1002/ase.1443
PubMed: 24623632
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pubmed:24623632Le document en format XML
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Donders</name></author><author><name sortKey="Vorstenbosch, Marc A T M" sort="Vorstenbosch, Marc A T M" uniqKey="Vorstenbosch M" first="Marc A T M" last="Vorstenbosch">Marc A T M. Vorstenbosch</name></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="????"><PubDate><MedlineDate>2014 Nov-Dec</MedlineDate></PubDate></date><idno type="RBID">pubmed:24623632</idno><idno type="pmid">24623632</idno><idno type="doi">10.1002/ase.1443</idno><idno type="wicri:Area/PubMed/Corpus">000720</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Anatomical knowledge gain through a clay-modeling exercise compared to live and video observations.</title><author><name sortKey="Kooloos, Jan G M" sort="Kooloos, Jan G M" uniqKey="Kooloos J" first="Jan G M" last="Kooloos">Jan G M. Kooloos</name><affiliation><nlm:affiliation>Department of Anatomy, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands.</nlm:affiliation></affiliation></author><author><name sortKey="Schepens Franke, Annelieke N" sort="Schepens Franke, Annelieke N" uniqKey="Schepens Franke A" first="Annelieke N" last="Schepens-Franke">Annelieke N. Schepens-Franke</name></author><author><name sortKey="Bergman, Esther M" sort="Bergman, Esther M" uniqKey="Bergman E" first="Esther M" last="Bergman">Esther M. Bergman</name></author><author><name sortKey="Donders, Rogier A R T" sort="Donders, Rogier A R T" uniqKey="Donders R" first="Rogier A R T" last="Donders">Rogier A R T. Donders</name></author><author><name sortKey="Vorstenbosch, Marc A T M" sort="Vorstenbosch, Marc A T M" uniqKey="Vorstenbosch M" first="Marc A T M" last="Vorstenbosch">Marc A T M. Vorstenbosch</name></author></analytic><series><title level="j">Anatomical sciences education</title><idno type="eISSN">1935-9780</idno></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Aluminum Silicates</term><term>Anatomy (education)</term><term>Educational Measurement</term><term>Female</term><term>Humans</term><term>Male</term><term>Models, Anatomic</term><term>Observation</term><term>Problem-Based Learning (methods)</term><term>Video Recording</term></keywords><keywords scheme="MESH" type="chemical" xml:lang="en"><term>Aluminum Silicates</term></keywords><keywords scheme="MESH" qualifier="education" xml:lang="en"><term>Anatomy</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Problem-Based Learning</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Educational Measurement</term><term>Female</term><term>Humans</term><term>Male</term><term>Models, Anatomic</term><term>Observation</term><term>Video Recording</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest-post-test experiments. In these experiments, the learning effects of clay modeling were compared to either live observations (Experiment I) or video observations (Experiment II) of the clay-modeling exercise. The effects of learning were measured with multiple choice questions, extended matching questions, and recognition of structures on illustrations of cross-sections. Analysis of covariance with pretest scores as the covariate was used to elaborate the results. Experiment I showed a significantly higher post-test score for the observers, whereas Experiment II showed a significantly higher post-test score for the clay modelers. This study shows that (1) students who perform clay-modeling exercises show less gain in anatomical knowledge than students who attentively observe the same exercise being carried out and (2) performing a clay-modeling exercise is better in anatomical knowledge gain compared to the study of a video of the recorded exercise. The most important learning effect seems to be the engagement in the exercise, focusing attention and stimulating time on task.</div></front></TEI><pubmed><MedlineCitation Owner="NLM" Status="MEDLINE"><PMID Version="1">24623632</PMID><DateCreated><Year>2014</Year><Month>10</Month><Day>30</Day></DateCreated><DateCompleted><Year>2015</Year><Month>07</Month><Day>10</Day></DateCompleted><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1935-9780</ISSN><JournalIssue CitedMedium="Internet"><Volume>7</Volume><Issue>6</Issue><PubDate><MedlineDate>2014 Nov-Dec</MedlineDate></PubDate></JournalIssue><Title>Anatomical sciences education</Title><ISOAbbreviation>Anat Sci Educ</ISOAbbreviation></Journal><ArticleTitle>Anatomical knowledge gain through a clay-modeling exercise compared to live and video observations.</ArticleTitle><Pagination><MedlinePgn>420-9</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1002/ase.1443</ELocationID><Abstract><AbstractText>Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest-post-test experiments. In these experiments, the learning effects of clay modeling were compared to either live observations (Experiment I) or video observations (Experiment II) of the clay-modeling exercise. The effects of learning were measured with multiple choice questions, extended matching questions, and recognition of structures on illustrations of cross-sections. Analysis of covariance with pretest scores as the covariate was used to elaborate the results. Experiment I showed a significantly higher post-test score for the observers, whereas Experiment II showed a significantly higher post-test score for the clay modelers. This study shows that (1) students who perform clay-modeling exercises show less gain in anatomical knowledge than students who attentively observe the same exercise being carried out and (2) performing a clay-modeling exercise is better in anatomical knowledge gain compared to the study of a video of the recorded exercise. The most important learning effect seems to be the engagement in the exercise, focusing attention and stimulating time on task.</AbstractText><CopyrightInformation>© 2014 American Association of Anatomists.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Kooloos</LastName><ForeName>Jan G M</ForeName><Initials>JG</Initials><AffiliationInfo><Affiliation>Department of Anatomy, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Schepens-Franke</LastName><ForeName>Annelieke N</ForeName><Initials>AN</Initials></Author><Author ValidYN="Y"><LastName>Bergman</LastName><ForeName>Esther M</ForeName><Initials>EM</Initials></Author><Author ValidYN="Y"><LastName>Donders</LastName><ForeName>Rogier A R T</ForeName><Initials>RA</Initials></Author><Author ValidYN="Y"><LastName>Vorstenbosch</LastName><ForeName>Marc A T M</ForeName><Initials>MA</Initials></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D003160">Comparative Study</PublicationType><PublicationType UI="D023362">Evaluation Studies</PublicationType><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2014</Year><Month>03</Month><Day>12</Day></ArticleDate></Article><MedlineJournalInfo><Country>United States</Country><MedlineTA>Anat Sci Educ</MedlineTA><NlmUniqueID>101392205</NlmUniqueID><ISSNLinking>1935-9772</ISSNLinking></MedlineJournalInfo><ChemicalList><Chemical><RegistryNumber>0</RegistryNumber><NameOfSubstance UI="D000538">Aluminum Silicates</NameOfSubstance></Chemical><Chemical><RegistryNumber>1302-87-0</RegistryNumber><NameOfSubstance UI="C011730">clay</NameOfSubstance></Chemical></ChemicalList><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName MajorTopicYN="N" UI="D000538">Aluminum Silicates</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D000715">Anatomy</DescriptorName><QualifierName MajorTopicYN="Y" UI="Q000193">education</QualifierName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D004521">Educational Measurement</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D005260">Female</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D006801">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D008297">Male</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="Y" UI="D008953">Models, Anatomic</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D019370">Observation</DescriptorName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D018794">Problem-Based Learning</DescriptorName><QualifierName MajorTopicYN="Y" UI="Q000379">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName MajorTopicYN="N" UI="D014741">Video Recording</DescriptorName></MeshHeading></MeshHeadingList><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">anatomical knowledge</Keyword><Keyword MajorTopicYN="N">biomedical education</Keyword><Keyword MajorTopicYN="N">clay modeling</Keyword><Keyword MajorTopicYN="N">gross anatomy education</Keyword><Keyword MajorTopicYN="N">haptics</Keyword><Keyword MajorTopicYN="N">live observations</Keyword><Keyword MajorTopicYN="N">medical education</Keyword><Keyword MajorTopicYN="N">neuroanatomy</Keyword><Keyword MajorTopicYN="N">video observations</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2013</Year><Month>9</Month><Day>4</Day></PubMedPubDate><PubMedPubDate PubStatus="revised"><Year>2013</Year><Month>12</Month><Day>17</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2014</Year><Month>2</Month><Day>12</Day></PubMedPubDate><PubMedPubDate PubStatus="aheadofprint"><Year>2014</Year><Month>3</Month><Day>12</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2014</Year><Month>3</Month><Day>14</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2014</Year><Month>3</Month><Day>14</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2015</Year><Month>7</Month><Day>15</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">24623632</ArticleId><ArticleId IdType="doi">10.1002/ase.1443</ArticleId></ArticleIdList></PubmedData></pubmed></record>Pour manipuler ce document sous Unix (Dilib)
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