148 - Comparing Two Active-learning Interventions Designed to Teach Functional Clinical Deficits of Brachial Plexus Injuries and Improve Health Professions’ Student Self-efficacy

Poster Board Number: 148
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Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Carrie Elzie, PhD, MA - Professor, Department of Cell Systems & Anatomy, University of Texas San Antonio Health Sciences Center; Jessica Bergden, DC, PhD - Assistant Professor, Department of Cell Systems & Anatomy, University of Texas San Antonio Health Sciences Center

Abstract Body : Introduction The brachial plexus is a complex concept to understand, and traditional instruction can make it difficult for students to comprehend the clinical deficits associated with brachial plexus injuries. Various forms of active learning, including clay modeling, drawing, and pipe-cleaner models, have been used to teach the brachial plexus. However, there is a gap in the literature showing which active learning strategies are more effective in teaching brachial plexus clinical deficits. This study aims to fill that gap by comparing the effectiveness of two active learning interventions: a novel-colored taped model and a drawing activity with 3D pipe-cleaner models. We hypothesize the drawing activity with the 3D models will improve student self-efficacy and applied clinical knowledge scores more than the taping activity. 



Methods This causal-comparative study administered two novel active-learning interventions. Students used colored tape in 2022 (n=129) and drawing with 3D pipe cleaners in 2023 (n=103) to create brachial plexus models in the HP anatomy course at Eastern Virginia Medical School. Students were: (1) given functional deficits, (2) asked to localize the lesion on their model, then (3) guided through correct answers. Instruments to measure brachial plexus self-efficacy (BPSE) and brachial plexus clinical knowledge (BPCK) were administered before and after sessions to obtain pre- and post-activity BPSE and BPCK scores. A mixed-designed ANOVA determined differences in pre- and post-activity BPSE and BPCK scores between the colored tape and drawing-3D model groups. All statistical tests were performed at the p=0.05 level. IRB approval was obtained. 



Results The drawing-3D model activity increased post-activity BPSE levels compared to the taping activity (F(1, 460) = 6.92, p = 0.009). This aligned with themes of qualitative feedback as the drawing-3D-model received more favorable feedback (n= 48) while the taped model showed issues with the large model (n=9) and lack of 3D orientation (n =6). Interestingly, the taping activity improved post-activity BPCK scores (F(1, 460) = 387.35, p < 0.001), while the drawing-3D model activity did not. A large effect size (η²= 0.44) suggests the taping activity's practical significance in improving clinical knowledge of the brachial plexus.  



Conclusion Qualitative feedback favored the drawing-3D model and, as such, improved lesion localization self-efficacy more than the taping activity. The taping activity improved clinical knowledge scores while receiving critical student feedback.



Significance Developing and testing the efficacy of novel teaching strategies contributes to the literature for anatomy educators searching for effective ways to teach clinical deficits of brachial plexus injuries.