How to teach the anatomy of the inguinal canal? A multimodal approach
Introduction: Learning the anatomy of the inguinal canal is challenging for medical students and residents. Current teaching via didactic lectures may not suffice for optimal learning, and visualization of the complicated 3D-structure of the inguinal canal. Hence, we investigated the efficacy of a l...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-02-01
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| Series: | Heliyon |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S240584402500814X |
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| author | Shina Yeo Qing Chun Nathaniel Dexter Salim Lai YuFu Jarrell Joshua Koh Zhi Yuan Eng-Tat Ang Davide Lomanto |
| author_facet | Shina Yeo Qing Chun Nathaniel Dexter Salim Lai YuFu Jarrell Joshua Koh Zhi Yuan Eng-Tat Ang Davide Lomanto |
| author_sort | Shina Yeo Qing Chun |
| collection | DOAJ |
| description | Introduction: Learning the anatomy of the inguinal canal is challenging for medical students and residents. Current teaching via didactic lectures may not suffice for optimal learning, and visualization of the complicated 3D-structure of the inguinal canal. Hence, we investigated the efficacy of a low-fidelity model creation to improve the teaching. Materials and methods: 30 pre-clinical students were split into three groups and assigned different teaching interventions: 1) Lecture (Group L), 2) Lecture with individual model creation (Group M1), and 3) Lecture with group model creation (Group M2). Gain in knowledge were assessed through a pre- and post-intervention multiple-choice quizzes (MCQs), while perceptions of confidence/engagement/model efficacy were measured using post-intervention questionnaires. Results: For knowledge acquisition, average MCQ scores improved most for Group L (23 ± 1%), followed by M1 (19 ± 1%) and M2 (13 ± 1%). In learning the inguinal canal, perceived confidence was enhanced by modelling compared to lecture only (p < 0.05). There was no difference between group M1 and M2 respectively. Perceived engagement had also been enhanced by modelling compared to lecture only (p < 0.05). Interestingly, there was statistical difference between M1 and M2 (p < 0.05). However, perceived usefulness of the model compared to lecture only was insignificant (p > 0.05). There was also no difference between M1 and M2 (p > 0.05). Conclusion: As a supplement to didactic teaching of the inguinal canal, model creation was well-received, and provided opportunities for experiential learning. However, the usefulness of modelling in learning the anatomy and pathologies of inguinal canal was insignificant. Our research design was inadequate in showing long term gain. Additionally, results from group model creation could be affected by the dynamics amongst members. Future work should aim to address these issues. |
| format | Article |
| id | doaj-art-9cac9bfd145d4021abf26286d76931fc |
| institution | Kabale University |
| issn | 2405-8440 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj-art-9cac9bfd145d4021abf26286d76931fc2025-02-10T04:34:37ZengElsevierHeliyon2405-84402025-02-01113e42434How to teach the anatomy of the inguinal canal? A multimodal approachShina Yeo Qing Chun0Nathaniel Dexter Salim1Lai YuFu Jarrell2Joshua Koh Zhi Yuan3Eng-Tat Ang4Davide Lomanto5Dept. of Anatomy, Yong Loo Lin School of Medicine, NUS, National University of Singapore, SingaporeDept. of Anatomy, Yong Loo Lin School of Medicine, NUS, National University of Singapore, SingaporeDept. of Anatomy, Yong Loo Lin School of Medicine, NUS, National University of Singapore, SingaporeDept. of Anatomy, Yong Loo Lin School of Medicine, NUS, National University of Singapore, SingaporeDuke NUS medical School, National University of Singapore, SingaporeDept. of Surgery, Yong Loo Lin School of Medicine, NUS, National University of Singapore, SingaporeIntroduction: Learning the anatomy of the inguinal canal is challenging for medical students and residents. Current teaching via didactic lectures may not suffice for optimal learning, and visualization of the complicated 3D-structure of the inguinal canal. Hence, we investigated the efficacy of a low-fidelity model creation to improve the teaching. Materials and methods: 30 pre-clinical students were split into three groups and assigned different teaching interventions: 1) Lecture (Group L), 2) Lecture with individual model creation (Group M1), and 3) Lecture with group model creation (Group M2). Gain in knowledge were assessed through a pre- and post-intervention multiple-choice quizzes (MCQs), while perceptions of confidence/engagement/model efficacy were measured using post-intervention questionnaires. Results: For knowledge acquisition, average MCQ scores improved most for Group L (23 ± 1%), followed by M1 (19 ± 1%) and M2 (13 ± 1%). In learning the inguinal canal, perceived confidence was enhanced by modelling compared to lecture only (p < 0.05). There was no difference between group M1 and M2 respectively. Perceived engagement had also been enhanced by modelling compared to lecture only (p < 0.05). Interestingly, there was statistical difference between M1 and M2 (p < 0.05). However, perceived usefulness of the model compared to lecture only was insignificant (p > 0.05). There was also no difference between M1 and M2 (p > 0.05). Conclusion: As a supplement to didactic teaching of the inguinal canal, model creation was well-received, and provided opportunities for experiential learning. However, the usefulness of modelling in learning the anatomy and pathologies of inguinal canal was insignificant. Our research design was inadequate in showing long term gain. Additionally, results from group model creation could be affected by the dynamics amongst members. Future work should aim to address these issues.http://www.sciencedirect.com/science/article/pii/S240584402500814XInguinal canalAnatomy teachingModel creationDidactic lecturesGroup learningIndividual learning |
| spellingShingle | Shina Yeo Qing Chun Nathaniel Dexter Salim Lai YuFu Jarrell Joshua Koh Zhi Yuan Eng-Tat Ang Davide Lomanto How to teach the anatomy of the inguinal canal? A multimodal approach Heliyon Inguinal canal Anatomy teaching Model creation Didactic lectures Group learning Individual learning |
| title | How to teach the anatomy of the inguinal canal? A multimodal approach |
| title_full | How to teach the anatomy of the inguinal canal? A multimodal approach |
| title_fullStr | How to teach the anatomy of the inguinal canal? A multimodal approach |
| title_full_unstemmed | How to teach the anatomy of the inguinal canal? A multimodal approach |
| title_short | How to teach the anatomy of the inguinal canal? A multimodal approach |
| title_sort | how to teach the anatomy of the inguinal canal a multimodal approach |
| topic | Inguinal canal Anatomy teaching Model creation Didactic lectures Group learning Individual learning |
| url | http://www.sciencedirect.com/science/article/pii/S240584402500814X |
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