Education, Education, Medical, Education, Medical, Undergraduate
Conditions
Keywords
Medical education, Neuroanatomy, plastination model
Brief summary
Purpose: This educational trial aims to assess whether plastination models for neuroanatomy training (limbic system, basal ganglia, cerebellum, spinal cord) improve medical students' understanding of central nervous system anatomy compared to traditional educational methods. It will also evaluate student satisfaction with this teaching tool. Key Questions: 1. Do plastination models for neuroanatomy training (limbic system, basal ganglia, cerebellum, spinal cord) enhance test scores in neuroanatomy examinations? 2. How do students perceive the educational value of these models? Study Design: Researchers will compare two teaching methods: * Intervention group: Learns using plastination models for neuroanatomy training (limbic system, basal ganglia, cerebellum, spinal cord) * Control group: Learns using standard 2D atlases, power point and plastic models Participants will: 1. Complete a pre-intervention anatomy knowledge test 2. Attend 4 weekly neuroanatomy sessions using their assigned method 3. Take a post-intervention exam and satisfaction survey 4. Participate in focus groups about their learning experience
Interventions
BEHAVIORALPlastination Model Group
Model Specifications: S10 silicone plastination models of brainstem structures (1:1 scale) with: • Sectioned at 2mm intervals to reveal internal architecture
BEHAVIORALTraditional Methods Group
1. Netter's Atlas of Human Anatomy (9th ed.) 2. Standardized PowerPoint lectures
Sponsors
Isfahan University of Medical Sciences
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Medical students in their third semester of training * Currently enrolled in neuroanatomy coursework at Isfahan University of Medical Sciences * No prior formal training with plastinated models * Willing to attend all study sessions for 7 weeks * Able to complete assessments in persian
Exclusion criteria
* Prior experience with plastinated models * Currently taking neuroanatomy remediation courses * Planned absences during \>20% of study sessions
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in neuroanatomy knowledge scores assessed by the Neuroanatomy Knowledge Assessment Test | Baseline, Week 4 post-intervention | Scale Title: Neuroanatomy Knowledge Assessment Test (NKAT). Score Range: 0 (no correct answers) to 15 (all answers correct). Interpretation: Higher scores indicate better neuroanatomy knowledge (better outcome). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Spatial understanding assessment | Post-intervention only | Method: 3D spatial reasoning test (modified Vandenberg scale) Scoring: 1-5 Likert scale for structure identification accuracy |
| Student satisfaction assessed by the 10-item Student Satisfaction Survey (SSS) | Immediately after the intervention (Day 1) | * Score Range: 1 (strongly disagree) to 5 (strongly agree). * Interpretation: Higher scores indicate greater satisfaction (better outcome). |
Contacts
Primary ContactMehrnoush Malekzadeh, Ph.D
Outcome results
None listed