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ERIC Number: EJ1079595
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1935-9772
It's All in the Mime: Actions Speak Louder than Words When Teaching the Cranial Nerves
Dickson, Kerry Ann; Stephens, Bruce Warren
Anatomical Sciences Education, v8 n6 p584-592 Nov-Dec 2015
Cranial nerve (CN) knowledge is essential for students in health professions. Gestures and body movements (e.g., mime) have been shown to improve cognition and satisfaction with anatomy teaching. The aim of this pilot study was to compare the effectiveness of didactic lecturing with that of miming lecturing for student learning of the CNs. The research design involved exposure of the same group of students to didactic followed by miming lecturing of CNs. The effectiveness of each lecturing strategy was measured via pre- and post-testing. Student perceptions of these strategies were measured by a survey. As an example of miming, gestures for CN VII included funny faces for muscles of facial expression, kangaroo vocalization for taste, spitting action for saliva production, and crying for lacrimal gland production. Accounting for extra duration of the miming lecture, it was shown that pre- to post-test improvement was higher for the miming presentation than for the didactic (0.47?±?0.03 marks/minute versus 0.33?±?0.03, n?=?39, P?<?0.005). Students perceived that the miming lecture was more interactive, engaging, effective, and motivating to attend (mean on five-point Likert scale: 4.62, 4.64, 4.56, 4.31, respectively) than the didactic lecture. In the final examination, performance was better (P?<?0.001, n?=?39) on the CN than on the non-CN questions--particularly for students scoring =60%. While mediating factors need elucidation (e.g., learning due to repetition of content), this study's findings support the theory that gestures and body movements help learners to acquire anatomical knowledge.
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A