An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and ‘critical looking’

Abstract

BackgroundBuilding on a series of higher educational arts/medicine initiatives, an interdisciplinary drawing module themed on the human body was developed for both year 3 Craft students and year 3 Medicine degree students. This became the subject of a research project exploring how the collaborative approach to drawing adopted on this module impacted on the students’ learning. In this article, emphasis is given to issues thought to have most potential relevance to medical education.MethodsUsing an ethnographic research design, the methods adopted were: direct observation of all aspects of the module sessions, audio and video recordings and photographs of the sessions, the incorporation of a semi-structured discussion at the end of each session, and anonymous student questionnaires.ResultsA number of key themes emerged. The complex, phased and multi-sensory nature of the ‘critical looking’ skills developed through the drawing exercises was seen as of potential value in medical education, being proposed as analogous to processes involved in clinical examination and diagnosis. The experience of interdisciplinary collaborative drawing was significant to the students as a creative, participatory and responsive form of learning. The emphasis on the physical experience of drawing and the thematic use of the human body as drawing subject led to reflective discussions about bodily knowledge and understanding. There were indications that students had a meta-cognitive awareness of the learning shifts that had occurred and the sessions provoked constructive self-reflective explorations of pre-professional identity.ConclusionsThis preliminary study suggests, through the themes identified, that there may be potential learning outcomes for medical students in this model of interdisciplinary collaborative drawing of the human body. Further research is needed to explore their applicability and value to medical education. There is a need to explore in more depth the beliefs, motivations and learning styles of medical students opting for the module, the significance and weighting of different learning and teaching elements in the module and the impact of the learning on medical students in the immediate post-module phase.

Broadening Student Learning Experiences via a Novel Cross-Disciplinary Art and Anatomy Education Program - A Case Study

“…Learning through experience and through collaboration with students from other disciplines has the potential to improve student engagement and learning outcomes. The study performed by Lyon et al (2013) also highlighted the deeper learning and engagement that medical students obtained through collaborative anatomical drawing with students from an arts discipline.…”

“…The value of incorporating art when learning clinical skills in medical education has been investigated in a number of studies (Elder, Tobias, Lucero-Criswell, & Goldenhar, 2006;Kirklin, Duncan, McBride, Hunt, & Griffin, 2007;McMenamin, 2008;Moore, Lowe, Lawrence, & Borchers, 2011;Naghshineh et al, 2008;Naug, Colson, & Donner, 2011;Schaff, Isken, & Tager, 2011;Shapiro, Rucker, & Beck, 2006). One study has examined the potential learning benefits for medical students involved in an interdisciplinary drawing module (Lyon, Letschka, Ainsworth, & Haq, 2013). In this study, third year medical students undertook a drawing module on the human body in conjunction with third year arts students.…”

Twelve tips for implementing artistic learning approaches in anatomy education

“…If this is not understood then then the educational value of observation may not be appreciated by students. Observation can be haptic as well as visual and requires that the student pays close and critical scrutiny in terms of the 3D form and structure of the anatomy over and above the initial superficial appearance, in order to allow them to understand and retain the information (Backhouse et al, 2017;Lyon et al, 2013). An ordered and clearly defined protocol for carrying out the activity can also emphasise learning over artistic creation (Tip 5), when purpose A) is intended.…”

“…The pedagogical value of artistic methods are primarily related to the motor skills and cognitive processes that are engaged when using such approaches. Research evidence suggests that key elements of observation (Backhouse, Fitzpatrick, Hutchinson, Thandi, & Keenan, 2017;Chamberlain et al, 2014;Jasani & Saks, 2013;Lyon, Letschka, Ainsworth, & Haq, 2013;Moore, Lowe, Lawrence, & Borchers, 2011;Pellico, Friedlaender, & Fennie, 2009) reflection and repetition (Backhouse et al, 2017;Lyon et al, 2013), and visualisation (Pandey & Zimitat, 2007) should be incorporated and emphasised within any artistic learning approach. Haptic (Jones, Minogue, Tretter, Negishi, & Taylor, 2006;Woods & Newell, 2004) and visuospatial abilities (Garg, Norman, & Sperotable, 2001;Nguyen, Mulla, Nelson, & Wilson, 2014;Nguyen, Nelson, & Wilson, 2012) should also be considered.…”

“…Drawing also has the benefit of a vast history of anatomical illustration that culturally supports the popularity of this method (Ghosh, 2015). Drawing has received relatively greater attention in terms of primary research in anatomy education that other artistic methods, with several recent studies investigating the benefits of this particular technique (Ainsworth, Prain, & Tytler, 2011;Backhouse et al, 2017;Balemans, Kooloos, Donders, der Zee, & Catharina, 2016;Lyon et al, 2013;Naug, Colson, & Donner, 2011;Nayak & Kodimajalu, 2010). Learning through drawing has also been investigated in terms of educational neuroscience and cognitive processing (Chamberlain et al, 2014;Guérin, Ska, & Belleville, 1999) and has certain theoretical underpinnings (Petherbridge, 2010).…”