{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T13:07:14Z","timestamp":1777900034729,"version":"3.51.4"},"reference-count":41,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2025,8,1]],"date-time":"2025-08-01T00:00:00Z","timestamp":1754006400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Scott Med J"],"published-print":{"date-parts":[[2025,8]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>In an era where ENT educators face reduced teaching hours alongside a limited selection of interactive pedagogical tools, laryngeal anatomy remains a difficult topic to teach medical students. A comparative pilot study was performed to investigate the aptness of clay models as a teaching tool in the undergraduate ENT setting.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Sixteen medical students were recruited. Students were assigned to prosections (n\u2009=\u20098) or clay models (n\u2009=\u20098); and tasked to identify or model laryngeal structures. Participants were examined using a pre- and post-test multiple-choice questionnaire. Feedback was obtained via a 5-scale Likert questionnaire. To investigate the impact of student learning approaches on assessment, the ASSIST questionnaire was used.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Clay modelling students performed better on post-test than their prosection counterparts (mean: 14.37 vs 13.62;\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.67), whilst surface learners (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u20097) achieved higher scores on post-test compared to their strategic counterparts (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u20099;\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.87). Findings were not statistically significant. Feedback indicated higher levels of satisfaction in students allocated to clay models, whilst usefulness was perceived more by those in the prosection group.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Clay modelling is an enjoyable teaching tool which yields comparable scores to prosections on assessment. Educators may use this tool to improve interactivity and accommodate for contact free teaching requirements.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/00369330251356670","type":"journal-article","created":{"date-parts":[[2025,8,19]],"date-time":"2025-08-19T13:23:38Z","timestamp":1755609818000},"page":"56-63","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Is clay modelling an appropriate teaching tool for laryngeal anatomy? 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