Anatomy and arts: student perspectives on clay modelling in anatomy education.

Abstract

Clay modelling (CM) is increasingly used in anatomy education as a supplementary method alongside dissection, offering a hands-on, active learning approach that enhances student engagement and comprehension of anatomical structures. This study explored third-year Anatomy students' perceptions of CM, guided by postgraduate Visual Arts students, to deepen their anatomical understanding. Using a qualitative, interpretive/constructivist design, the study examined the experiences of students in the Applied Anatomy module. It focused on CM's impact on knowledge acquisition, retention, and application while fostering interdisciplinary collaboration between anatomy and arts education. Students, working in groups, created clay models of facial muscles, mentored by Visual Arts students, and completed reflective assignments using Gibbs' Reflective Cycle. Of the 20 students enrolled, 19 consented to have their reflective assignments analysed for this study. Thematic analysis identified two key themes: (1) Cognitive and Educational Benefits and (2) Collaborative and Interdisciplinary Learning. Students reported improved anatomical understanding, retention, and metacognitive awareness through CM's creative, hands-on approach. While some found it time-consuming, most valued its interdisciplinary aspect, emphasising teamwork, communication, and integration of artistic and scientific skills, despite workload challenges. Overall, CM proved beneficial in blending science, art, and teamwork, enhancing both educational and professional development skills.