104 - Learning Curriculum on Musculoskeletal Anatomy of the Lower Limb Using Student-centered, Experiential Learning and Yoga Asanas

Poster Board Number: 104
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Michelle Zec - Department of Orthopaedic Surgery, University of Calgary, Calgary, Alberta, Canada; Danielle Bentley - University of Toronto; Stephen Pang - Queen's University

Abstract Body : Introduction & Objective:

Present pedagogical advancements emphasize learner-centered and experiential techniques to enhance engagement in anatomy education. This study applied Kolb’s Experiential Learning Theory (ELT), Bruner’s Theory of Instruction (TOI) and his three Modes of Representations (MOR) (Iconic, Symbolic, and Enactive), to craft an effective curriculum for teaching musculoskeletal anatomy of the lower limbs through yoga. The primary objective of the curriculum was to improve anatomical comprehension and physical attributes such as Range of Motion (ROM), flexibility, and strength in lower limbs.





Materials and Methods:

Seventeen experimental participants engaged in a yoga-based musculoskeletal anatomy learning session using ELT, TOI and MOR. Seventeen control participants participated in traditional yoga sessions lacking the experiential anatomy curriculum. The study spanned two months, involving assessments of experiential anatomical knowledge and changes in lower limb ROM, flexibility, and strength.



Results:

Experimental participants overall scored higher on quizzes assessing experiential anatomical understanding and statistical analysis found experimental participants significantly (P >0.005) outperformed control participants in four questions out of ten. Experimental participants also experienced improved ROM, flexibility, and strength in the lower limbs. Statistical analysis found significant improvements in experimental participants trunk flexion (P=0.005) and hip flexion (P=0.001) compared to control participants.



Conclusion:

In conclusion, the study underscores the benefits of merging Kolb’s ELT, Bruner’s TOI and MOR into movement-based experiential anatomical education. The significant improvement in participants’ anatomical comprehension and physical attributes substantiates the efficacy of this experiential learning curriculum.



Significance/Implication:

The implications of these findings resonate across anatomical education and physical activity domains. The notable advancements in anatomical understanding and enhancements in physical attributes position experiential learning as a promising model for innovative pedagogy. This study not only contributes to the academic discourse but also propels practical applications in anatomical sciences. The forward-looking perspective of this research underscores the broader relevance of our anatomy education research, urging further exploration and opening avenues for future advancements in both theory and practice.