Haptic experience to significantly motivate anatomy learning in medical students.

Autor: Manrique M; Industrial Engineering Department, School of Engineering, Pontificia Universidad Javeriana Bogotá, Bogotá, Colombia., Mondragón IF; Department of Industrial Engineering, School of Engineering, Pontificia Universidad Javeriana, Bogotá, Colombia., Flórez-Valencia L; Department of Systems Engineering, School of Engineering, Pontificia Universidad Javeriana, Bogotá, Colombia., Montoya L; Department of Clinical Epidemiology and Biostatistics, School of Medicine, Pontificia Universidad Javeriana, Bogotá, Colombia., García A; Department of Morphological Sciences, School of Medicine, Pontificia Universidad Javeriana, Bogotá, Colombia., Mera CA; Department of Morphological Sciences, School of Medicine, Pontificia Universidad Javeriana, Bogotá, Colombia., Kuhlmann A; Department of Morphological Sciences, School of Medicine, Pontificia Universidad Javeriana, Bogotá, Colombia., Guillén F; Department of Morphological Sciences, School of Medicine, Pontificia Universidad Javeriana, Bogotá, Colombia., Cortés M; Department of Morphological Sciences, School of Medicine, Pontificia Universidad Javeriana, Bogotá, Colombia., Gutiérrez Gómez ML; Department of Morphological Sciences, School of Medicine, Pontificia Universidad Javeriana, Bogotá, Colombia. mlgutierrez@javeriana.edu.co.; Institute of Human Genetics, School of Medicine, Pontificia Universidad Javeriana, Bogotá, Colombia. mlgutierrez@javeriana.edu.co.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Aug 30; Vol. 24 (1), pp. 946. Date of Electronic Publication: 2024 Aug 30.
DOI: 10.1186/s12909-024-05829-w
Abstrakt: Background: Currently, multiple tools exist to teach and learn anatomy, but finding an adequate activity is challenging. However, it can be achieved through haptic experiences, where motivation is the means of a significant learning process. This study aimed to evaluate a haptic experience to determine if a tactile and painting with color marker interactive experience, established a better learning process in comparison to the traditional 2D workshop on printed paper with photographs.
Methods: Plaster bone models of the scapulae, humerus and clavicle were elaborated from a computerized scan tomography. Second year undergraduate medical students were invited to participate, where subjects were randomly assigned to the traditional 2D method or the 3D plaster bone model. A third group decided not to join any workshop. Following, all three groups were evaluated on bone landmarks and view, laterality, muscle insertions and functions. 2D and 3D workshop students were asked their opinion in a focus group and answered a survey regarding the overall perception and learning experience. Evaluation grades are presented as mean ± standard deviation, and answers from the survey are presented as percentages.
Results: The survey demonstrated the students in the 3D model graded the experience as outstanding, and in five out of the six questions, answers were very good or excellent. In contrast, for students participating in the 2D workshop the most common answers were fair or good. The exception was the answer regarding the quiz, where both groups considered it good, despite the average among all groups not being a passing grade.
Conclusions: To learn the anatomy of the shoulder, the conventional methodology was compared with a haptic experience, where plaster bone models were used, enabling students to touch and paint on them. Based on the focus group and survey this study revealed the 3D workshop was an interactive experience where, the sense of touch and painting greatly contributed to their learning process. Even though this activity was useful in terms of learning bone landmarks, view muscle insertions, and establish relations, further activities must be developed to increase their understanding regarding their function, and its relevance in a clinical setting.
(© 2024. The Author(s).)
Databáze: MEDLINE
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