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Abstract

Introduction: Pathology is a core subject in undergraduate medical education, but students find it challenging to understand and retain microscopic concepts through lectures alone. Clay modeling, multisensory learning strategy, is shown to enhance comprehension in other subjects but remains understudied in pathology.

Purpose: To assess augmentation of learning using clay modeling, evaluate retention of knowledge after one month and explore student perceptions of clay modeling as a teaching method.

Methods: This interventional study involved 60 second-year MBBS students in the Department of Pathology over six months. Students were randomized into study and control groups. The study group used clay modelling for selected pathology topics—RBC inclusions, hematolymphoid malignancies, giant cells, and rosettes—while the control group received lectures. Immediate post-session and one-month retention tests assessed learning outcomes. Student perceptions were collected using a Likert-scale questionnaire and open-ended feedback, analyzed quantitatively and thematically.

Results: Clay modeling significantly enhanced learning for RBC inclusions (8.3 ± 2.7 vs. 6.1 ± 2.2; p < 0.001) and for giant cells and rosettes (9.3 ± 0.3 vs. 8.0 ± 1.2; p = 0.04), but not for hematolymphoid malignancies. One-month retention showed a similar trend, with higher scores in the clay modeling group for RBC inclusions (7.5 ± 1.3 vs. 5.4 ± 2.2; p = 0.02) and giant cells and rosettes (8.2 ± 2.5 vs. 6.4 ± 1.6; p = 0.005). To correct for multiple comparisons across six outcomes, Bonferroni correction was applied and statistical significance was set at p < 0.0083. After Bonferroni correction, only the difference in immediate post-test scores for RBC inclusions (p < 0.001) and 1-month retention scores for Giant Cells and Rosettes (p = 0.005) remained statistically significant.

Over 90% of students reported improved understanding, retention, and engagement. Thematic analysis indicated enhanced conceptual clarity, interactivity, confidence, peer learning, and motivation.

Conclusion: Clay modeling is an effective adjunct to traditional teaching in pathology, especially for visually distinct morphological topics. It improves comprehension, retention, and participation while fostering positive student perceptions. Integrating clay-based learning into pathology curricula can further enhance student engagement and learning outcomes.

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