Introduction: Traditional methods of teaching facial muscle anatomy to medical students, particularly cadaveric dissection, face challenges such as resource limitations and emotional impact. This study explores the efficacy and student experience of using clay modeling as an alternative pedagogical tool for learning facial muscle anatomy.

Methods: A qualitative study was conducted with medical students participating in a hands-on clay modeling exercise focused on facial muscles, utilizing concrete skulls and sculpting clay. Student feedback was collected through qualitative methods and analyzed using thematic analysis [12, 13, 15, 16] to identify key learning experiences and perceptions.

Results: Clay modeling proved to be an effective and engaging method for teaching facial muscle anatomy, enhancing students' visualization, spatial internalization, and memory retention. Four core themes emerged from student feedback: Fun, Collaboration, Active Learning, and Bittersweetness. Students reported improved understanding, heightened engagement, and reinforced team-based skills through collaborative modeling. The "Bittersweetness" theme highlighted the emotional and humanistic connection students formed with the anatomical structures, reflecting on the sanctity of human anatomy and the life-death cycle. This multisensory approach (tactile, visual, kinesthetic) bolstered anatomical literacy and offers a cost-effective, scalable solution, particularly relevant during cadaver shortages [2, 11, 17, 18, 19, 20]. Students also recommended expanding this technique to other anatomical regions.

Conclusion: Clay modeling is a valuable, multifaceted pedagogical tool that not only enhances anatomical knowledge and retention but also fosters emotional intelligence and professionalism in medical students. Its cost-effectiveness, scalability, and ability to bridge technical and humanistic aspects make it a highly recommended approach for modern anatomy education.

Clay modeling, Anatomy education, Facial muscles

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