Using Play-Dough to Enhance Neuroanatomy Learning and Mitigate Student Stress.

Background: In the face of challenging anatomy and rigidly designed medical school schedules, student learning and well-being is under threat. It is high time to tap into innovative strategies like clay-based learning (CBL) to counter financial or infrastructural limitations in order to improve student experiences with learning neuroanatomy and simultaneously offer a therapeutic outlet.

Approach: We followed a two-phased approach starting with conception to execution.