Numerous learning styles, schemes, and models are described in the literature. Most common are VARK (visual, auditory, read/write, kinesthetic) model of learning style and Kolb's experiential learning. Since the concept of learning style was first described, educational psychologists and medical educators have debated its validity. Notwithstanding these disagreements, VARK model is the one most utilized by teachers and students. This article describes how medical students with different learning styles learn anatomy and integrate multiple learning styles (multimodal) to achieve the learning goals and focuses on the approach taken by kinesthetic learners. In addition to clay modeling, drawing, and sketching, kinesthetic learners adopted "crochet" to create a three-dimensional (3-D) conceptual model that helped them mentally visualize the structures in situ. From the lectures and cadaveric dissection, a kinesthetic learner could create a 3-D mental model. However, by "crochet" and clay modeling, kinesthetic learners are able to gain broader visuospatial understanding.

According to Vark's modalities, there are 4 different learning styles that an individual can use: visual, auditory, read/write and kinesthetic. Each student uses one or more of these that helps them the most in learning new material. The Visual learners prefer depictions of information as figures and charts; Auditory learners prefer to hear the information as lectures and discussions; Read/Write learners prefer information presented as text‐based and the Kinesthetic learners prefer concrete experiences that connect the material to reality. Most people have a multimodal approach to learning. Traditional teaching of anatomy includes lectures and dissections. Lectures and dissections fall short for kinesthetic learners in the that their concrete experience is limited to one cadaver or a prosection lacking applicability to the widespread model. A recent study showed that 20% of the medical students are kinesthetic learners. Many studies evaluated new ways to teach anatomy including computer‐assisted learning and using live models. None of these, however, aid the kinesthetic learner. Ever since Da Vinci's drawings and Andreas Vesalius' illustrated anatomical textbook, art has been a large part of learning anatomy. Being a kinesthetic learner, I found a way to use art and modeling to create a concrete experience that satisfies my learning style and help me learn anatomy: Crochet. Through crochet I was able to take what I was learning in lecture and dissection and recreate it. To do this I dissect, study a structure and create a 3‐D mental model. This way, I was able to gain a broader visuospatial understanding of the anatomical concepts. The presentation will include number of drawings and crochet models.Support or Funding InformationSupported by the Cooper Medical School of Rowan University.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.