Background: The intricate three-dimensional nature of facial muscle anatomy presents a significant learning challenge for medical students. While traditional teaching methods like cadaveric dissection and didactic lectures have their merits, there is a growing need for innovative, engaging, and student-centered pedagogical approaches that can enhance spatial understanding and knowledge retention. This study aimed to evaluate the effectiveness of a hands-on clay modeling workshop as a supplementary tool for teaching facial muscle anatomy to medical students.

Methods: A mixed-methods study with a pre-test/post-test control group design was conducted with second-year medical students. Participants were randomly assigned to either an intervention group (n=50), which attended a clay modeling workshop, or a control group (n=50), which received a standard lecture. Anatomical knowledge was assessed using a pre-test and post-test. Qualitative data on student perceptions were collected through focus group interviews and surveys and analyzed using thematic analysis.

Results: The intervention group demonstrated a significantly greater improvement in post-test scores compared to the control group (p < 0.001). Thematic analysis of the qualitative data revealed three key themes: (1) enhanced spatial understanding, (2) increased engagement and enjoyment, and (3) the value of peer learning and collaboration. Students in the intervention group reported that the tactile and creative nature of the workshop made learning facial anatomy more intuitive and memorable.

Conclusion: The findings suggest that clay modeling is an effective and well-received pedagogical tool that can significantly improve medical students' understanding of complex facial muscle anatomy. Integrating such hands-on, creative learning modalities into anatomy curricula can foster a more engaging and effective learning environment, ultimately leading to better-prepared medical professionals.

Anatomy Education, Medical Students, Clay Modeling, Facial Muscles

Cotofana S, Lachman N. Anatomy of the facial fat compartments and their relevance in aesthetic surgery. J Dtsch Dermatol Ges. 2019;17(4):399-413.

Kooloos JGM, Schepens-Franke AN, Bergman EM, Donders RART, Vorstenbosch MATM. Anatomical knowledge gain through a clay-modeling exercise compared to live and video observations. Anat Sci Educ. 2014;7(6):420-429.

Talmor M, Hoffman LA, LaTrenta GS. Facial atrophy in HIV-related fat redistribution syndrome: anatomic evaluation and surgical reconstruction. Ann Plast Surg. 2002;49(1):11-18.

Correia JC, Baatjes KJ, Meyer I. Student-perceived value on the use of clay modelling in undergraduate clinical anatomy. Adv Exp Med Biol. 2022;1388:153-170.

Bell LTO, Evans DJR. Art, anatomy, and medicine: is there a place for art in medical education? Anat Sci Educ. 2014;7(5):370-378.

Aboud E, Suarez CE, Al-Mefty O, Yasargil MG. New alternative to animal models for surgical training. Altern Lab Anim. 2004;32 Suppl 1B:501-507.

Ghosh SK. Cadaveric dissection as an educational tool for anatomical sciences in the 21st century. Anat Sci Educ. 2017;10(3):286-299.

Nicholson LL, Reed D, Chan C. An interactive, multi-modal anatomy workshop improves academic performance in the health sciences: a cohort study. BMC Med Educ. 2016;16(1):7.

Oh C-S, Kim J-Y, Choe Y-H. Learning of cross-sectional anatomy using clay models. Anat Sci Educ. 2009;2(3):156-159.

Remmele M, Martens A. Using stereoscopic visualizations as templates to construct a spatial hands-on representation—is there a novelty effect? Adv Physiol Educ. 2019;43(1):93-98.

Motoike HK, O'Kane RL, Lenchner E, Haspel C. Clay modeling as a method to learn human muscles: a community college study. Anat Sci Educ. 2009;2(1):19-23.

Burnard P, Gill P, Stewart K, Treasure E, Chadwick B. Analyzing and presenting qualitative data. Br Dent J. 2008;204(9):429-432.

Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77-101.