Plastinates and Modern Learning Practises

Background: It is well established that plastinated
specimens are extremely useful in the teaching of gross
anatomy. Because of the availability of a large number
of plastinated human specimens we were able to
instigate a new approach to anatomy labs. In our
anatomy department, where about six hundred students
go through anatomy labs every week, time is clearly of
the essence. How best to utilize that limited time for
each student – how do you optimize the learning
environment to fit the needs of each student? Two
separate studies are presented. The first is an analysis of
student learning modalities in two large anatomy classes
using the VARK modality survey. The second shows
the results of using Team Based Learning (T.B.L.) in an
anatomy laboratory (T.B. Labs). The VARK study
analyzed the distribution of learning proclivities in these
classes; while the T.B. Labs investigation measured the
efficacy of using T.B. Labs. What was hoped was that
the introduction of T.B. Labs would allow students with
disparate learning styles to maximize acquisition and
retention of the material. Methods: 1. VARK Study –
VARK measures learning modalities based on four
styles of learning preferences, Visual, Auditory,
Reading-writing and Kinesthetic (V.A.R.K). The study
was conducted using the on-line version of the VARK
survey and results were analyzed according to the
established protocol. 2. T.B. Labs Study – Data were
analyzed comparing students’ marks from a year
without the T.B. Labs and a year with the T.B. Labs.
The analysis was performed using the Statistical
Package for Social Sciences (SPSS). Results: The
VARK study indicated that among the 280 students
72% were multimodal learners, of this group 64% were
quadric-modal, 17% were tri-modal and 19% were
bimodal. Of the uni-modal group (28%), 24% were
visual learners, 18% were auditory learners, 25% were
read/write learners and 34% were kinesthetic learners.
T.B. Labs data indicated a significant positive effect of
T.B. Labs methods over traditional laboratory methods.
Conclusion: 1. The large number of plastinates enables
us to provide hands-on specimens for the 6 teams in any
given lab. We need 6 teaching specimens of each
structure covered - a lot of specimens. Without
plastinates we would not have attempted this initiative.
2. T.B. Labs enabled students with ANY learning
modality to be accommodated; the auditory and read/
write learners would be on equal footing with the visual
and kinaesthetic learners – not usually the case in
anatomy. 3. The VARK survey allowed the students to
become aware of their own limitations and advantages,
which they could then optimize in the nurturing
environment of their team.