Production and educational value of anatomical megamoulages.

Abstract

Background: Anatomy is a crucial aspect of biological sciences and medical education, playing a pivotal role in various clinical practices. To enhance the existing curriculum and improve students' spatial understanding of anatomy, educators have explored the use of moulages. In a groundbreaking study conducted in 2022-2023, the effectiveness of megamoulages in enhancing the comprehensive understanding of anatomy among medical students at Gonabad and Kurdistan University of Medical Sciences was thoroughly assessed. The produced megamoulages are not simply larger than conventional moulages; rather, they present anatomical details more clearly, including maximum anatomical points, structures, and neuro-vascular relationships as described in reference books and articles, which were not adequately represented in previous models, and they are also hand-painted.

Methods: The production of megamoulages involved a comprehensive 20-month sequential process. Initially, a needs assessment questionnaire was administered to medical students, residents, medical faculty surgeons, and anatomists to evaluate the project's feasibility and significance. Results revealed that the majority of respondents (88%) believed the production of megamoulages would facilitate anatomy education. Anatomical models were strategically selected based on their complexity and the unavailability of similar models from foreign companies. Megamoulages (two groups of megamoulages: the first includes unique models, such as a sectional megamoulage of the brainstem that displays all structures in detail, while the second group (cerebellum and mandible) as improved quality models, which are similar to existing ones) were designed using 3D software, printed in sections, and assembled with magnets. The completed moulages were subjected to thorough evaluations following Kirkpatrick's model, which included methods such as smile sheets and scientific tests administered to randomly divided third-semester medical students in the mentioned universities.

Results: In both universities, student satisfaction with the use of megamoulages was significantly higher compared to conventional moulages (P < 0.05). Additionally, in a written test, students who utilized megamoulages achieved an average score that was about 2.73 points higher than those who used conventional moulages (P < 0.05).

Conclusion: The implementation of megamoulages significantly enhanced the scores of anatomy learners. This study underscores the importance of innovative teaching tools, such as megamoulages, in improving anatomical education and increasing student satisfaction.