# Evaluating a Fusion Teaching-Learning Method for Enhancing Comprehension, Retention, and Clinical Application of ENT Surgical Anatomy in MBBS Students

## TL;DR

A new teaching method called 'From Pixels to Scalpels' improves medical students' understanding and retention of ENT surgical anatomy.

## Contribution

The study introduces and validates a multimodal Fusion Teaching-Learning Method for surgical anatomy education.

## Key findings

- The Fusion TLM significantly improved post-test scores, application scores, and knowledge retention compared to traditional methods.
- Over 90% of students reported increased engagement and confidence with the new method.
- The model aligns with Competency-Based Medical Education and is suitable for resource-limited settings.

## Abstract

Background: Traditional methods of anatomy instruction often fall short in promoting clinically relevant, long-term understanding, particularly in surgical domains such as otorhinolaryngology (ENT), which require high-level spatial reasoning and procedural competence. This study aimed to evaluate the effectiveness of an innovative, multimodal Fusion Teaching-Learning Method (TLM), conceptualised as “From Pixels to Scalpels,” that integrates digital visualisation, hands-on engagement, and collaborative case-based tasks in enhancing the comprehension, retention, and clinical application of ENT surgical anatomy among MBBS students.

Methods: A prospective, crossover observational study was conducted involving 60 Phase III Part I MBBS students at a tertiary teaching institution. Participants experienced both traditional and Fusion TLM interventions across two ENT topics, with outcomes assessed through pre-, post-, and two-week retention multiple-choice question (MCQ) tests, rubric-based team assessments, and structured perception surveys. Statistical analysis included paired and unpaired t-tests for knowledge comparisons and descriptive analysis for student feedback.

Results: The Fusion TLM significantly improved post-test scores (p = 0.007 and 0.004), rubric-based application scores (p = 0.003 and 0.002), and knowledge retention (p = 0.003 and 0.001) compared to traditional methods. Over 90% of students reported enhanced engagement, conceptual clarity, and confidence, with 75% affirming improved self-efficacy and clinical reasoning abilities.

Conclusion: The “From Pixels to Scalpels” model demonstrated clear pedagogical superiority, combining cognitive, psychomotor, and affective domains to foster deeper learning and clinical relevance. Its scalability, learner-centred design, and alignment with Competency-Based Medical Education (CBME) make it a promising strategy for anatomical education in resource-constrained settings.