Artwork in anatomy education: A way to improve undergraduate students' self‐efficacy and attitude

Abstract

Anatomy is one of the leading subjects in health science, and students need a strong anatomy background in these fields. Traditional lecturer‐oriented anatomy education is based predominantly on passive learning methods. In recent years, alternative educational methods like hands‐on art and 3D atlas‐based education methods have become more popular as competitive alternatives to traditional approaches. This is a prospective, randomized, longitudinal, interventional study, and a total of 181 undergraduate students participated in this study. A comparative design was used with two groups: Artwork and Atlas. This study aims to evaluate the effectiveness of creative and artistic approaches in improving undergraduate students' attitudes and self‐efficacy toward anatomy courses. A Pearson correlation, an independent t‐test, and a paired t‐test were used to analyze the results. Both groups experienced a negative mean score on the anatomy self‐efficacy scale, suggesting an increase in anatomy self‐efficacy, and showed significant self‐efficacy improvements (p < 0.005). An independent t‐test analysis found no statistically significant difference between the Atlas group and the Artwork group on the anatomy self‐efficacy scales (pretest and posttest) and the anatomy attitudes scale (p > 0.005). Artwork‐based education and learning methods can be used as active learning methods to improve students' self‐efficacy toward anatomy. This method allows learners to employ their creative abilities in order to express their ideas visually, making complex concepts easier to comprehend. It can also help students develop practical, problem‐solving, critical thinking, and teamwork skills. It is cost‐effective and engaging since it does not need any expensive equipment.

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

“…Art observation is typically conducted in a museum (e.g., [ 56 , 102 , 115 ]). Three interventions engaged participants in creative assignments [ 95 , 103 , 113 ].…”

“…Ten studies examining the impact of arts-based pedagogy on attitudes toward others were analyzed (e.g., [ 96 , 104 , 116 , 131 ]), as well as five studies concerning attitudes toward other nursing issues (e.g., [ 112 , 128 ]). The research also covers complex concepts such as empathy, which is discussed in six studies (e.g., [ 93 , 122 , 132 ]), and professional identity, which is discussed in three (e.g., [ 103 , 121 ]).…”

“…Besides competence development, some studies examine personality traits such as self-efficacy [ 103 ], tolerance for ambiguity [ 110 , 111 ], and self-transcendence [ 95 , 113 ]. Five studies have explored the impact of arts-based pedagogy on knowledge acquisition, indicating that this is a peripheral research area (e.g., [ 114 , 116 , 129 ]).…”

“…Out of the 21 non-experimental studies, 16 rely on measurement tools that use self-developed questionnaires, face validity, or scales that were transferred without reflection (e.g., [ 56 , 95 , 111 , 116 , 117 , 118 ]). While some measurement tools lack psychometric data, others require considerable effort to verify because they are referenced in articles that are not available in English [ 93 , 103 , 108 , 120 , 121 , 123 , 131 ].…”

Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study

“…Alternative active learning methodologies, such as hands-on art and 3D atlas-based educational methods employed in anatomy education, have demonstrated notable enhancements in self-efficacy. These approaches foster creative abilities, rendering complex concepts more accessible and comprehensible [ 7 ]. Certain active learning methods have been shown to increase students’ reported confidence, particularly in the acquisition of specific skills, such as bedside cardiac assessment for medical students [ 8 ].…”