28 - A Crocheted Embryonic Folding Model Activity Reduces Embryology-related Anxiety in Medical Students

Poster Board Number: 28
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction: Embryology is notoriously difficult for students to learn, and it frequently induces anxiety in students who are intimidated by this complex content; yet it is foundational for understanding human anatomy. Since anxiety impairs learning, teaching methods that alleviate students’ anxiety may promote learning. We previously demonstrated that a hands-on modeling activity with crocheted pieces facilitated students’ understanding of embryonic lateral folding. Additionally, students’ comments regarding the activity suggested that it helped them feel more comfortable with the material. The current project examined whether this activity diminished students’ anxiety regarding embryology content.
Methods: The model activity was included as a part of class instruction during the pre-matriculation course at the University of Rochester Medical School. Immediately following lecture content on embryonic lateral folding, 19 students completed the hands-on modeling activity. To assess any change in student’s anxiety levels regarding embryology content, 18 students then completed a survey with an abbreviated form of the Spielberger State-Trait Anxiety Inventory (STAI Y-6) with retrospective pre/post questions.
Results: Students reported significantly lower anxiety levels after the activity compared to before the activity (8.56 versus 13.83, scored on a scale of 6 to 24, p < 0.0001, with a large effect size (d = 1.5)). The most widely appealing features of the activity were color (94.4% of students), physical manipulation of the model pieces (83.3%), and the fact that the model pieces were handmade (77.8%). A majority of students also indicated appreciation for the process of constructing a complex model from simple pieces (66.7%) and the non-threatening character of the crochet modality (61.1%). Many also valued the soft texture (50.0%) and uncommon nature of the modality (44.4%).
Conclusion: These results suggest that the crocheted embryonic folding model activity may reduce students’ anxiety regarding embryology content: an effect that may support the activity’s ability to facilitate learning. Additionally, the activity’s visual, physical, and social features may promote this anxiety reduction.
Significance and implications: By reducing anxiety, educators can support their students’ understanding of embryonic development and, by extension, human anatomy, thus contributing to their development as medical professionals. To further investigate the effects of this model activity, we intend to compare embryology-related anxiety in students who have and have not completed the activity, and to examine whether the activity may support long-term retention of this content.