Student perceived impact of a physical, kinetic and interactive model

Abstract

Current instructional tools for anatomy education are insufficient scaffolds for learning abstract visual concepts such as basic biomechanics. Diagrams, illustrations and even computer-generated models may be adequate for identification purposes, but are typically not effective when it comes to demonstrating dynamic functions. Evidence from educational concepts, such as the active learning principle in constructivism, indicate that current tools are ineffective due to a lack of opportunity for hands-on or interactive, learning. To address this, our interdisciplinary team designed an instructional model of the canine thoracic limb which is physical, kinetic and interactive. We hypothesised that the unique combination of these three crucial elements would enhance the student learning experience. In order to test this hypothesis, we asked 126 undergraduate students in a biomedical anatomy course to interact with the model. Students were then invited to complete a survey evaluating their experience using the thoracic limb model. Results from completed surveys showed that students perceived the model as easy to use and helpful with understanding basic biomechanical concepts. These results indicate that there is potential for the model to positively impact the students’ learning. Future studies will include quantitative evaluation of student performance and cognitive impact in the biomedical anatomy course.

Keywords:

• Biomechanics
• undergraduate
• thoracic limb
• physical
• kinetic
• interactive

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work is supported by the Instructional Technology Services TAMU Faculty Institute: Flipping Your Course.