Baby Steps The use of plasticine models to teach three dimensional aspects of embryology Photo : CC 2.0 via photopin Before we start.. ectoderm mesodermendoderm Embryology CC 2.0 photo - & via photopin CC 2.0 photo - via photopin Why plasticine? CC 2.0 photo - 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, orfor 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. Facilitated self directed learning session from egg to birth Plenary : Fetal development what is normal? Life sciences : Female reproductive tract and first 2 weeks Flipped classroom session : Intrauterine development and placenta Flipped classroom session : Intrauterine development and placenta 2013/4 Facilitated self directed learning session intrauterine development Preparation Session Resources 2014/5 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 Feedback Spatial awareness 3d understanding Hands on FUN ! 61 positive comments 17 points for improvement 61 positive comments 17 points for improvement Engagement Fun, interactive. Keeps me more awake Very different, good last session of an intense day. Enjoyed the session it was very interactive Engagement Fun, interactive. Keeps me more awake Very different, good last session of an intense day. Enjoyed the session it was very interactive Plasticine is really helpful. 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. Plasticine is really helpful. 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. 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 didnt 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 R 1, 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): (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)