Improvements in anatomy knowledge when utilizing a novel cyclical “Observe‐Reflect‐Draw‐Edit‐Repeat” learning process

Abstract

Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe-Reflect-Draw-Edit-Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER-SAP) at a United Kingdom medical school in which a cross-over trial with pre-post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER-SAP, medical student (n = 154) pre-post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER-SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self-directed gross anatomy online interactive tutorial (ORDER-IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER-IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research-led, innovative, time and cost-effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7-22. © 2016 American Association of Anatomists.

Twelve tips for implementing artistic learning approaches in anatomy education

“…It is therefore important to explicitly state to students that this is not the case. We have also shown that the ability to learn using artistic methods is independent of student preferences for learning (Backhouse et al, 2017). However, while the notion of learning styles has been effectively discredited (Coffield, 2004; Hall, 2016; Rohrer & Pashler, 2012), we identified that students will assume that a "visual learning style" is required for their successful utilisation of artistic methods when studying anatomy.…”

“…Developing and building upon this approach throughout the curriculum would then likely to be valuable and appreciated by students. In terms of the student population, we have shown that artistic methods are not only effective for the learning of those students who are "artistic" (Backhouse et al, 2017). However, if students do not consider themselves to be "artistic", they may still believe that they cannot learn in this way, even if learning is emphasised over artistic creation in the context of purpose A).…”

“…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.…”

“…However, it is important that students need not to be talented in the artistic method and must also not be intimidated by it. In the context of implementing purpose A) (Tip 4), when faced with a drawing task in a formal teaching session, most students will claim they are not artistic or cannot draw (Backhouse et al, 2017). This is perhaps the most challenging aspect of introducing artistic learning methods into curricula, but fortunately it can be addressed.…”

“…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.…”