Models in movies: teaching abstract concepts in concrete models.

The tool created here is an instructional video that demonstrates how to create models of the heavy and light chains of an antibody using pipe cleaners, and how the process of V, D, and J gene recombination functions, using the model as a visual aide. The video was created by undergraduate students, with the intended audience being other undergraduates. This type of direct peer teaching aids in education because the “teachers” in this situation greatly enhance their own knowledge through instruction, and their imparting of knowledge is often more helpful to that of another student because they are more aware of comprehension gaps within their peer groups. As such, the supplementary goal of the model is to have students follow along with the video by creating and using their own models, thereby gaining a deeper knowledge of the process with a more thorough interaction. Using a video in combination with a hands-on model that a student can create on his or her own time allows kinesthetic and visual learners to succeed in a classroom setting where lectures are often tailored to suit auditory learners. Although this study tool was tested in an undergraduate Immunology class, instructional videos and models can be used in many different settings in order to enhance lectures on a variety of topics. The material presented in the video was adapted from Janeway’s Immunobiology (1). When the video was posted on YouTube.com, it became clear that peer teaching is filling a void in comprehension for students. In five months, the video has been sought out by more than 2500 people. This shows that video sharing websites are an excellent way to make information accessible, and such sites aid in education. Allowing students to make videos and models for their peers with the support of professors can exponentially increase the number of ways learning can be absorbed worldwide. PROCEDURE