Baby Steps
The use of plasticine models to teach
three dimensional aspects of
embryology
Photo : CC 2.0 http://www.flickr.com/photos/38543156@N00/6880268009 via photopin
Before we start…..
ectoderm
mesoderm
endoderm
Embryology
CC 2.0 photo - http://www.flickr.com/photos/68132273@N00/6769198509 & http://www.flickr.com/photos/45767493@N00/8855228722 via
photopin
CC 2.0 photo - http://www.flickr.com/photos/41091619@N00/6748755607 via photopin
Why plasticine?
CC 2.0 photo - http://www.flickr.com/photos/57930896@N06/7229636064 via photopin
Difficult….
•
•
•
•
Early in curriculum
New terminology – aligned with anatomy
Thinking in 3 dimensions, resources in 2d
Students ask for more teaching/extra sessions,
or email for help
Evidence
• Increasing enthusiasm and engagement
(Handfield Jones)
• Aiding observation, communication skills and
personal development (de la croix)
• Life drawing enhances engagement but not
content knowledge of anatomy. (Collett et al)
• Approaches to 3 dimensions – sculpture,
(Powley & Higson)computer modelling
(Kakusho, 2001) and living anatomy models.
2013/4
2014/5
Facilitated self directed
learning session –from egg to
birth
Plenary : Fetal development –
what is normal?
Facilitated self directed
learning session –intrauterine
development
Life sciences : Female
reproductive tract and first 2
weeks
Flipped classroom session :
Intrauterine development and
placenta
Preparation
Session
Resources
Activity
• Create a ‘trilaminar disc’
Questioning
•
•
•
•
•
Is it completely round?
What features might you see on it?
What do these features represent?
What week of development are we in?
What happens next?
Week 3
Primitive streak
Neural plate – development of the
nervous system
Neural crests
Crests fuse
Cranial neuropore – site
of brain development
Caudal neuropore – site
of cauda equina
development (end of
spinal cord)
Folding
Somites/spinal cord segments
Ectoderm
Structures that maintain
contact with the outside
world
Eg
CNS
PNS
Sensory apparatus of
ear,nose, eye
Epidermis, hair and nails
Plus
Subcutaneous glands
Mammary glands
Pituitary gland
Enamel of teeth
Mesoderm
Vertebral column
Dermatomes
Myotomes
Urogenital structures
Peritoneal, pleural and
pericardial lining
Haemopoeitic stem cells
Endoderm
GI Tract
Epithelial linings of
respiratory tract, urinary
bladder and urethra,
tympanic cavity and
auditory tube.
Parenchyma of thyroid,
parathyroids, liver and
pancreas
Formation of brain vesicles at cranial
neuropore
Week 7 onwards…
• Picture of the models
• Outline features eg of neurological
development
• What happens in folding
• What abnormalities could arise
Observations on session
•
•
•
•
Engaged /enjoyment
Student Questioning - somites
Some students went a bit off piste…
Time was limited
61 positive comments
17 points for improvement
Feedback
“Plasticine is really helpful.”
Spatial awareness
3d understanding
Hands on
Engagement
“Fun, interactive. Keeps me more
awake”
“Very different, good last session
of an intense day. “
“Enjoyed the session it was very
interactive”
“Great, helpful to visualise
everything”
“Very practical session. Helped us
imagine”
“The plasticine helped to reinforce
learning – really fun and useful!”
“The plasticine activity would make
me remember what we learnt.
Loved it. “
FUN !
Misconceptions
• “I liked the session. Helped explain the shape
of the bilaminar disc and how it binds”
• “For gastrulation it explains the process really
well, also fun”
• Some wanted more time – as they hadnt
understood heart aspects
• Some felt they wanted it to be more complex
and challenging
• Some felt the session was too long for the
content
• Some felt that we didn’t cover much – more
reinforcing the learning from the lecture
Improvement points
• “More accessible
powerpoint – too small
and complex”
• “We could have gone
through the placenta a bit
more, rather than having
to look at dle after.”
• “Possibly provide more
resource links for self
directed learning.”
• “More time on how the
cardiac loop becomes the
heart”
How does this translate to
performance?
References
Med Teach. 1993;15(1):3-10.
Creativity in medical education: the use of innovative techniques in clinical teaching.
Handfield-Jones R1, Nasmith L, Steinert Y, Lawn N
A digital tool for three-dimensional visualization and annotation in Anatomy and
Embryology learning
ORIGINAL ARTICLE Eur. J. Anat. 17 (3): 146-154 (2013)
Jon-Jatsu Azkue
Does ‘doing art’ inform students' learning of anatomy?
T J Collett and J C McLachlan
Medical Education
Volume 39, Issue 5, page 521,May 2005
The Arts in Medical Education: A Practical Guide – Jun 2005
by Elaine Powley (Author)