59 - Impact of 2D and 3D “Build-a-perineum” Learning Activities on Examination Performance in an Undergraduate Medical Curriculum

Poster Board Number: 59
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Background: The perineum is a challenging region for students to conceptualize due to the sex differences and complex arrangement of perineal structures which are difficult to visualize on dissected specimens. We have introduced various 2D and 3D learning activities over the years to enhance content delivery and improve students’ understanding of the subject. The aim of this study was to compare the impact of certain 2D and 3D learning activities on students’ examination performance.
Method: First-year medical students in groups of six took part in a 30-minute station focused on building models of the male and female perineum and the clinical significance of pudendal nerve. In 2018, the learning activity involved building a female and male perineum using paper models designed to represent different structures and layers of the perineum. In 2019, a 3D anatomy software was introduced, and in 2021, the students used white boards to create 2D illustrations of the perineum. We compared student performance on two examination questions on the perineum for the three years.
Results: The first question, on pudendal neuralgia, showed a statistically significant increase in examination scores in 2021 when compared to 2018 and 2019 (p≤0.01). There was also a 17% improvement in the scores of students who performed in the lower 25th percentile in 2021 when compared to 2018 and 2019. There was however no significant different in students’ scores on the second question, related to perineal pouches. Still, we observed an 8% and 6% improvement in the scores of students who performed in the lower 25th percentile in 2019 and 2021 respectively compared to 2018.
Conclusion: The results of this study imply that the design of learning methods which involve more collaborative and problem-solving activities are effective in improving learning, independent of the presence or absence of technology.