EVALUATION OF HANDS-ON ANATOMICAL MODELLING FOR TEACHING THE FIBROUS CAPSULE OF THE ELBOW JOINT AMONG FIRST-YEAR MBBS STUDENTS

Abstract

Background: A sound understanding of three-dimensional anatomical relationships is fundamental to learning grossanatomy and clinical medicine. Traditional seminar-based teaching is often associated with passive learning and may not besufficient to learn the complexity of anatomical structures such as the fibrous capsule of the elbow joint. Active learningstrategies involving students in the construction of anatomical models may enhance spatial understanding and acquisition ofknowledge. The objective is to compare the effectiveness of practical anatomical modelling to enhance the conceptualunderstanding and academic performance of first year MBBS students on the fibrous capsule of elbow joint over theconventional teaching method through seminars. Materials and Methods: An educational practice evaluation wasconducted among 100 first-year MBBS students attending a scheduled gross anatomy practical class. Students were dividedinto two equal groups (n = 50 each) according to institutional roll numbers. One group received conventional seminar-basedteaching, while the other participated in a hands-on anatomical modelling activity using articulated elbow bones andmodelling dough. Immediate learning outcomes were assessed using a structured short-answer question with a predefined 3-mark rubric. The assessment tool was reviewed for content validity by three senior anatomy faculty members. Studentperceptions of conceptual understanding were assessed using a structured questionnaire. Group differences were analysedusing the independent-samples t-test and Pearson Chi-square test; Cohen's d and 95% confidence intervals were alsocalculated. Results: Students in the hands-on anatomical modelling group had higher assessment scores than those whoreceived conventional seminar-based teaching (2.85 ± 0.30 vs. 1.72 ± 0.65; mean difference = 1.13, 95% CI = 0.93–1.33; p <0.001). The between-group difference demonstrated a very large effect size (Cohen's d = 2.23). All students in the hands-onmodelling group (100%) reported clear conceptual understanding compared with 30% of students in the seminar group (χ² =53.85, p < 0.001). Conclusion: Hands-on anatomical modelling significantly improved short-term knowledge acquisitionand perceived conceptual understanding over traditional seminar-based instruction. Structured tactile learning activities inundergraduate anatomy teaching can improve understanding of complex anatomical structures and supplement traditionalteaching methods.