Can drawing instruction help students with low visuospatial ability in learning anatomy?

Abstract

Visuospatial skills are considered important attributes when learning anatomy and there is evidence suggesting that this ability can be improved with training techniques including drawing. The Mental Rotations Test (MRT) has been routinely used to assess visuospatial ability. This study aimed to introduce students to drawing as a learning strategy for anatomy. Undergraduate speech science anatomy students took part in a drawing tutorial (n = 92), completed an MRT test, pre‐ and post‐tutorial tests, and surveys regarding their use and attitudes toward drawing as a study tool. The impact on their examination performance was then assessed. Regardless of MRT score or attitude to drawing, students who participated in the drawing tutorial demonstrated immediate improvement in post‐tutorial test scores. Students in the drawing group performed better in most anatomy components of the examination, but the result did not reach statistical significance. There was only a positive correlation between MRT score and one type of anatomy question (non‐image‐based) and speech physics questions (r = 0.315, p = 0.002). The unexpected finding may relate to the MRT which assesses spatial rather than object visualization skills. Students who liked drawing also performed significantly better in word‐based and speech physics questions. It is likely that the style of identification question did not require the mental manipulation ability assessed in the MRT. This study demonstrated that students with lower MRT scores are not outperformed in all aspects of anatomy assessment. The study highlights the importance of a more nuanced understanding of visuospatial skills required in anatomy.

Visuospatial ability and student approach to learning as predictors of academic performance on written versus laboratory‐based assessments in human anatomy

“…As safety precautions and governmental restrictions forced a large amount of education into online spaces (Harmon et al, 2021), digital resources and alternative teaching approaches were rapidly thrust upon anatomy students (Baptiste, 2021;Diaz et al, 2021). While the evidence suggests that the VA training effect is one approach that could be leveraged to improve student outcomes (Roach et al, 2021;Ritchie et al, 2023), constructive alignment (Wang et al, 2013), and explorative and exploitative learning practices (Peng & Chen, 2019). It is vital that educators leverage these and other strategies to maximize the impact of their teaching, given the decreasing time attributed to anatomy in medical curricula globally (Turney, 2007;Drake et al, 2009Drake et al, , 2014Periya, 2017;McBride & Drake, 2018).…”

“…The established training effect associated with VA (Roach et al, 2019; Langlois et al, 2020; Ritchie et al, 2023) has recently been a focus of increased exploration among educators who wish to elevate students with lower VA to the levels of higher VA students, thereby increasing their potential for outcome achievement in anatomy. One such training method is drawing, which encourages students to understand the three‐dimensional relationships between structures, practice active recall, and potentially raise their VA (Ritchie et al, 2023). In fact, the implementation of drawing exercises in tutorials yielded immediate increases in retention as measured through quiz scores (Ritchie et al, 2023).…”

“…One such training method is drawing, which encourages students to understand the three‐dimensional relationships between structures, practice active recall, and potentially raise their VA (Ritchie et al, 2023). In fact, the implementation of drawing exercises in tutorials yielded immediate increases in retention as measured through quiz scores (Ritchie et al, 2023). The addition of haptic input can also create a more comprehensive 3D mental image of anatomical structures (Reid et al, 2018).…”

“…As safety precautions and governmental restrictions forced a large amount of education into online spaces (Harmon et al, 2021), digital resources and alternative teaching approaches were rapidly thrust upon anatomy students (Baptiste, 2021; Diaz et al, 2021). While the evidence suggests that the VA training effect is one approach that could be leveraged to improve student outcomes (Roach et al, 2021; Ritchie et al, 2023), this would likely take more time and effort than is typically afforded in post‐secondary curricula, especially as the context and resources for anatomy teaching are ever‐changing. Alternatively, the data presented in this study indicated that implementing targeted improvements to the learning environment, a practice that mindful educators attempt to do regularly may yield more powerful learning gains than attempting to ‘change’ the learner.…”

“…As a trait that is specific to each individual (i.e., a presage factor), VA could theoretically influence SAL (i.e., the learning process) and, therefore, the quality of the learning outcomes (termed ‘product’). Further, research has shown that VA can be improved through spatial training activities (Langlois et al, 2020), drawing activities (Reid et al, 2018; Na et al, 2021; Ritchie et al, 2023), or from having visual guidance during mental rotation tasks (Roach et al, 2019). Therefore, it may be possible to target VA as one mechanism for increasing the depth of students' learning approaches and the quality of their learning outcomes.…”