Spatial Visualization of Human Anatomy through Art Using Technical Drawing Exercises

Na, Youjin; Clary, Derek W.; Rose-Reneau, Z; Segars, Larry; Hanson, Andréa; Brauer, Philip R.; Wright, Barth W.; Keim, Sarah A.

doi:10.1002/ase.2080

Cited by 5 publications

(6 citation statements)

References 53 publications

(111 reference statements)

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“…Students’ survey responses were consistent with studies showing that integration of drawing with traditional learning techniques increases retention and understanding of information. 7 , 11 , 12 Although the online assessment was open book and was not an objective measurement of the effectiveness of the interactive session, students’ comments and survey responses showed that the session increased their ability to discuss pelvic pathology and surgical anatomy. Our session is also consistent with the idea that learner-centered approaches where instruction is responsive, problem oriented, and democratic in nature lead to increased knowledge retention.…”

Section: Discussionmentioning

confidence: 99%

Learning Pelvic Anatomy and Pathology Through Drawing: An Interactive Session in the Obstetrics and Gynecology Clerkship

Adkins,

Barrett,

D'Amato

et al. 2023

MedEdPORTAL

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Introduction Within undergraduate medical education, there is a gap between students’ understanding of anatomy and application of that knowledge within surgical specialties. The integration of drawing, in conjunction with traditional learning, has been shown to increase retention and understanding of information. Currently, no educational curriculum integrates drawing to aid in medical students’ understanding of surgical pelvic anatomy. We anticipated that the utilization of drawing anatomy in an OB/GYN clerkship would enhance students’ ability to explain surgical pelvic anatomy and pelvic pathology. Methods At the beginning of the OB/GYN clerkship, third-year medical students participated in an interactive, 1.5-hour session requiring them to draw pelvic anatomy, present their work, and explain topics related to pelvic surgery and pathology to the other clerkship students. At the end of their clinical rotation, the students were invited to complete a five-item survey to assess long-term retention and understanding of concepts presented in the session. Frequencies and percentages were calculated for all categorical/ordinal variables to describe survey participants and question responses. Results Thirty-seven of 44 respondents (84%) reported that the anatomy interactive session prepared them for the surgical portion of the OB/GYN clinical rotation. Thirty-five respondents (80%) reported that drawing the pelvic structures helped their understanding of pelvic pathology; 33 respondents (75%) reported they had a thorough understanding of pelvic anatomy after taking the OB/GYN anatomy interactive educational session ( p < .001). Discussion Our session shows that integrating drawing and anatomy increases students’ ability to discuss pelvic pathology and surgical anatomy.

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Section: Discussionmentioning

confidence: 99%

Learning Pelvic Anatomy and Pathology Through Drawing: An Interactive Session in the Obstetrics and Gynecology Clerkship

Adkins,

Barrett,

D'Amato

et al. 2023

MedEdPORTAL

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show abstract

“…There are very few studies examining the possible impact of artistic ability on anatomy examination performance. One study found no correlation between self‐reported artistic ability and performance in neuroscience examinations (Na et al, 2021). A second study reported a positive association between a positive attitude to drawing and spatial visualization ability (Alias et al, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…Although one study of veterinary students of anatomy reported that students who reported visual arts as a hobby spontaneously used drawing when learning anatomy (Laakkonen, 2021). Others have reported lower MRT scores in students who self-identify as 'artistic' (Na et al, 2021). A positive association between attitude to drawing and sketching and spatial visualization ability was reported among architecture but not engineering students, perhaps reflecting a difference in emphasis in the curricula (Alias et al, 2002).…”

Section: Attitude To Drawingmentioning

confidence: 99%

“…Therefore, identifying students with low spatial ability may be an important screening tool to pre‐empt potential student failure/provide additional support strategies (Rochford, 1985; Lufler et al, 2012). There is evidence that spatial ability can be improved with training (Gonzales et al, 2020; Langlois et al, 2020) such as mental rotations training (Hoyek et al, 2009) and drawing (Provo et al, 2002; Na et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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

Ritchie

Oakes

Drury

et al. 2022

Anatomical Sciences Ed

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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.

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“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Wang

McWatt

2023

Anatomical Sciences Ed

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As hours devoted to human anatomy curricula fall under threat and curricular delivery methods remain in flux, many new teaching innovations are emerging, which require comprehensive evaluation to ensure evidence‐based teaching is maintained. Although grades are the predominant measure of ‘learning’, alternative metrics can assess more nuanced and meaningful outcomes. Two common predictors of students' three‐dimensional understanding of the body and depth of learning are visuospatial abilities and approaches to learning, respectively. This study evaluated and compared the relative predictive power of these metrics on written and laboratory‐based assessments in a human anatomy course. Deep approaches to learning and visuospatial abilities were expected to positively correlate with overall performance, with visuospatial abilities being the more salient predictor, especially on laboratory‐based assessments. Additionally, visuospatial abilities were expected to positively correlate with deep learning approaches and negatively correlate with surface learning approaches. Multiple linear regression models controlling for covariates found that both visuospatial abilities (p = 0.049; p = 0.014) and deep learning approaches (p = 0.001; p = 0.001) were independent significant predictors of final and laboratory‐based grades, while only deep learning approaches were significantly predictive of written grades (p = 0.007). There was no significant relationship between visuospatial abilities and approaches to learning. Given these findings and the increased reliance on visuospatially demanding digital learning activities in anatomy, both metrics should be considered when evaluating the impact of teaching innovations. Further, educators should design learning resources and environments that train visuospatial abilities and promote deeper learning approaches to maximize students' success.

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Spatial Visualization of Human Anatomy through Art Using Technical Drawing Exercises

Cited by 5 publications

References 53 publications

Learning Pelvic Anatomy and Pathology Through Drawing: An Interactive Session in the Obstetrics and Gynecology Clerkship

Learning Pelvic Anatomy and Pathology Through Drawing: An Interactive Session in the Obstetrics and Gynecology Clerkship

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

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

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