The effectiveness of physical models in teaching anatomy

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dc.contributor.author Yammine, Kaissar
dc.contributor.author Violato, Claudio
dc.date.accessioned 2019-06-28T05:37:38Z
dc.date.available 2019-06-28T05:37:38Z
dc.date.copyright 2016 en_US
dc.date.issued 2019-06-28
dc.identifier.issn 1573-1677 en_US
dc.identifier.uri http://hdl.handle.net/10725/10919
dc.description.abstract There are various educational methods used in anatomy teaching. While three dimensional (3D) visualization technologies are gaining ground due to their ever-increasing realism, reports investigating physical models as a low-cost 3D traditional method are still the subject of considerable interest. The aim of this meta-analysis is to quantitatively assess the effectiveness of such models based on comparative studies. Eight studies (7 randomized trials; 1 quasi-experimental) including 16 comparison arms and 820 learners met the inclusion criteria. Primary outcomes were defined as factual, spatial and overall percentage scores. The meta-analytical results are: educational methods using physical models yielded significantly better results when compared to all other educational methods for the overall knowledge outcome (p < 0.001) and for spatial knowledge acquisition (p < 0.001). Significantly better results were also found with regard to the long-retention knowledge outcome (p < 0.01). No significance was found for the factual knowledge acquisition outcome. The evidence in the present systematic review was found to have high internal validity and at least an acceptable strength. In conclusion, physical anatomical models offer a promising tool for teaching gross anatomy in 3D representation due to their easy accessibility and educational effectiveness. Such models could be a practical tool to bring up the learners’ level of gross anatomy knowledge at low cost. en_US
dc.language.iso en en_US
dc.title The effectiveness of physical models in teaching anatomy en_US
dc.type Article en_US
dc.description.version Published en_US
dc.title.subtitle a meta-analysis of comparative studies en_US
dc.author.school SOM en_US
dc.author.idnumber 201801808 en_US
dc.author.department N/A en_US
dc.description.embargo N/A en_US
dc.relation.journal Advances in Health Sciences Education en_US
dc.journal.volume 21 en_US
dc.journal.issue 4 en_US
dc.article.pages 883-895 en_US
dc.keywords Anatomy en_US
dc.keywords Education en_US
dc.keywords Physical model en_US
dc.keywords Meta-analysis en_US
dc.identifier.ctation Yammine, K., & Violato, C. (2016). The effectiveness of physical models in teaching anatomy: a meta-analysis of comparative studies. Advances in Health Sciences Education, 21(4), 883-895. en_US
dc.author.email kaissar.yammine@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url https://link.springer.com/article/10.1007/s10459-015-9644-7 en_US
dc.author.affiliation Lebanese American University en_US

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