Twelve tips for implementing artistic learning approaches in anatomy education

Abstract

To enhance learning and maximise student satisfaction while simultaneously optimising costs and resources within the modern context and environment of integrated anatomy education, it is vital that innovative methods of delivering learning and teaching are considered for implementation into medical curricula. The development of learning processes including observation, visualisation, haptic reasoning and visuospatial ability are strongly associated with the use of artistic approaches. In addition to being crucial for medical student learning of anatomy and other life sciences, such skills are also relevant for training in surgery, clinical observation and diagnosis. The twelve tips outlined here have been identified with the intention of providing guidance for anatomy educators aiming to incorporate innovative creative and artistic approaches into their own teaching practice within medical curricula. These proposals are underpinned by educational theory and recent research that has investigated artistic learning methods in medical education. Recommendations are also based on our personal experiences from both the undergraduate student point of view as well as the academic educator perspective with respect to the usage of creative and artistic learning approaches in anatomy education at Newcastle University.Keywords: Anatomy, Artistic learning methods, Undergraduate medical education Tip 1: Take a scholarly approach When designing and introducing any teaching innovation, in order to provide the best possible educational experience for students, it is important to draw on many aspects of the learning process and environment. To provide a strong pedagogical basis for an artistic learning approach, it is important to identify both the educational theory and research evidence that underpin the practical method. Theories of learning can provide an effective starting point when designing an innovative artistic approach, particularly those that include scope for learning that begins with a basic outline and then gradually builds upon prior knowledge of anatomical structures in order to develop complexity (Ausubel, 2012;Kolb, 1984), a process that can correspond to the production of artwork. Theories of drawing and learning through art (Catterall, 2005;Perkins, 1994;Petherbridge, 2010) can also provide useful insights into the practical educational value of artistic methods. 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, ...

The Twelve Cranial Nerves of Christmas: Mnemonics, Rhyme, and Anatomy – Seeing the Lighter Side

“…Evidence suggests that the use of drawings increases memory of science information (Pals et al, ). The use of drawing and anatomy has been intrinsically linked for centuries, and it is suggested this use promotes haptic reasoning and visuospatial ability (Balemans et al, ; Backhouse et al, ; Keenan et al, ). Indeed, a prescribed way to remember a series of items is to use “memory snapshots” of visual items that are vivid and symbolic (Bower, ).…”

Concluding Commentary. Life Sciences in an Integrated Medical Curriculum: Continuing the Conversation

“…The submissions we received have primarily surrounded innovative learning and teaching approaches including the use of technology with respect to social media (Whyte & Hennessy, 2017), 3D printing (Li et al, 2017), peer teaching (Border et al, 2017;Simpson, Curley, Veloso Costa, & Ahmed, 2017), artistic learning methods (James, O'Connor, & Nagraj, 2017;Keenan, Hutchinson, & Bell, 2017), the flipped classroom (Stoner, Caruana, & Stabile, 2017), the impact of psychometric abilities (Smith et al, 2017) and a description of an integrated Life Sciences course (Fenoll-Brunet et al, 2017). The theme also includes a call for focus on a particularly concerning worldwide Life Sciences topic (Pyatt & Bowater, 2017).…”

“…The theme also includes a call for focus on a particularly concerning worldwide Life Sciences topic (Pyatt & Bowater, 2017). In addition to original articles, case studies and reviews, suggestions of practical tips for Life Sciences educators have also been included (Border et al, 2017;Jennings, Bassi, & Loke, 2017;Keenan et al, 2017).…”

“…While the majority of the themed articles concerned anatomy education (Border et al, 2017;James et al, 2017;Keenan et al, 2017;Li et al, 2017;Smith et al, 2017;Stoner et al, 2017;Whyte & Hennessy, 2017), this would perhaps be expected given the apparent proportion of active researchers and published literature in this field when compared to other Life Sciences disciplines. However, we have also received submissions from the relatively less well represented areas of the Life Sciences including physiology (Simpson et al, 2017), microbiology and public health (Pyatt & Bowater, 2017), and the Life Sciences more generally (Fenoll-Brunet et al, 2017;.…”

“…Student authors were also involved in providing their perspective to the delivery of innovative learning and teaching in the next submission which described practical tips for implementing artistic learning methods in anatomy utilising research-led, evidence-based student partnership approaches for enhancing learning (Keenan et al, 2017).…”