Three-Dimensional embryology models as teaching aids for first-year medical students

Abstract

Objective: This complete-enumeration, before-and-after type of study (without controls) was conducted at a municipal medical college in Western India to comparatively evaluate the cognitive domain scores of the participating first-year MBBS students before and after model-based teaching using three-dimensional embryology models as the educational tool. Methodology: After obtaining permissions, the purpose of the study was explained and written informed consent was obtained from all willing participants. The study was conducted in two different batches of students (Batch A: n=36; Batch B: n=51). The pre-test was conducted after traditional didactic embryology lectures and the post-test was conducted after model-based teaching, using identical questionnaires. The outcome studied was the difference in cognitive domain scores after attending traditional didactic embryology lectures and model-based teaching. Results: Highly significant differences were observed between the mean pre- and post-test scores for Batch-A students (Z=4.282; p 0.0001) and Batch-B students (Z=12.466; p 0.0001). The gender differences in question-wise mean scores was more evident among Batch-A students, as compared to their Batch-B counterparts. Conclusion: The significant differences between the cognitive domain scores in the pre- and post-tests indicate that use of three-dimensional embryology models enable learning.