Previously submitted to: JMIR Medical Education (no longer under consideration since Nov 17, 2021)
Date Submitted: Mar 28, 2021
Open Peer Review Period: Mar 28, 2021 - May 23, 2021
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The Utility of Playdoh in learning Early Embryological Development in Pre-Clinical Anatomy Curriculum: A Case.
ABSTRACT
Background:
Anatomy education has evolved over the past decade. Despite the emergence of 3D models and medical applications, the active component of learning is usually discounted upon. Therefore, in this study, we explored the utility of playdoh in the teaching and learning early embryological concepts of students in pre-clinical medical curriculum. We have provided a step-by-step approach in replicating playdoh for the use of early embryological development teaching in medical school. The outcome of this study indicate that playdoh models are easily replicable with a lab manual and may be beneficial in evoking active learning component in students thus providing an enriching learning environment.
Objective:
Anatomy education has evolved over the past decade. Despite the emergence of 3D models and medical applications, the active component of learning is usually discounted upon. Therefore, in this study, we explored the utility of playdoh in the teaching and learning early embryological concepts of students in pre-clinical medical curriculum. We have provided a step-by-step approach in replicating playdoh for the use of early embryological development teaching in medical school. The outcome of this study indicate that playdoh models are easily replicable with a lab manual and may be beneficial in evoking active learning component in students thus providing an enriching learning environment.
Methods:
In this case study, we used remains of playdoh consisting on various colors (Character Options Ltd, UK) analogous to the recommended textbook for class, Langman Embryology to create embryological models. Each tissue layers of the early embryo were first molded before combining them together. Figure 3 summarizes the end product.
Results:
Images showing results
Conclusions:
Our study highlighted and explored an avenue for active participation of students in learning embryological concepts. However, this study was merely conducted to explore the feasibility of using non-traditional methods in teaching that requisite active participation of students in classroom. The other limitation in this case is that only a fraction of early embryological development was illustrated. Organ specific developments could be potentially explored in future studies. Moreover, further studies may be required to validate the effectiveness of using playdoh in anatomy sessions. Clinical Trial: NA
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