Actual drawing of histological images improves knowledge retention

Balemans, Monique C.M.; Kooloos, J.G.M.; Donders, A. Rogier T.; Zee, Catharina E.E.M. Van der

doi:10.1002/ase.1545

Cited by 49 publications

(36 citation statements)

References 41 publications

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“…Early anatomists such as Andreas Vesalius employed drawing as a means of observation and recording the findings of their explorations of the anatomy through dissection (Saunders and O’Malley, ). The positive effect of drawing on learning generally (Coates, ; Adams, ; Alkaslassy and O’Day, ; Weekes, ), in medical students (Bardes et al, ; Rodenhauser et al, ; Shapiro et al, ; Coles et al, ; Barsom et al, ) and specifically in the learning of anatomy has already been well described (Flannery, ; Phillips, ; Nayak and Kodimajalu, ; Ranaweera and Montplaisir, ; Moore et al, ; Clavert et al, ; Backhouse et al, ; Balemans et al, ). In a randomized, blinded, and controlled study of 416 medical students, Alsaid and Bertrand () showed statistically significant improvements in memorization of an anatomical region after one and seven weeks, as a result of drawing before and after a dissection session.…”

Section: Introductionmentioning

confidence: 99%

How Haptics and Drawing Enhance the Learning of Anatomy

Reid

Shapiro

Louw

2018

Anatomical Sciences Ed

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Students' engagement with two-dimensional (2D) representations as opposed to three-dimensional (3D) representations of anatomy such as in dissection, is significant in terms of the depth of their comprehension. This qualitative study aimed to understand how students learned anatomy using observational and drawing activities that included touch, called haptics. Five volunteer second year medical students at the University of Cape Town participated in a six-day educational intervention in which a novel "haptico-visual observation and drawing" (HVOD) method was employed. Data were collected through individual interviews as well as a focus group discussion. The HVOD method was successfully applied by all the participants, who reported an improvement of their cognitive understanding and memorization of the 3D form of the anatomical part. All the five participants described the development of a "mental picture" of the object as being central to "deep learning." The use of the haptic senses coupled with the simultaneous act of drawing enrolled sources of information that were reported by the participants to have enabled better memorization. We postulate that the more sources of information about an object, the greater degree of complexity could be appreciated, and therefore the more clearly it could be captured and memorized. The inclusion of haptics has implications for cadaveric dissection versus non-cadaveric forms of learning. This study was limited by its sample size as well as the bias and position of the researchers, but the sample of five produced a sufficient amount of data to generate a conceptual model and hypothesis.

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Section: Introductionmentioning

confidence: 99%

How Haptics and Drawing Enhance the Learning of Anatomy

Reid

Shapiro

Louw

2018

Anatomical Sciences Ed

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“…Art and drawing, despite their long established history with the teaching and learning of anatomy, had received relatively few literature to describe its efficacy within the medical education at recent times [21,22]. This historic link can often be symbolized by Leonardo Da Vinci's Vitruvian Man (Fig.…”

Section: Introductionmentioning

confidence: 99%

Should drawing be incorporated into the teaching of anatomy?

Borrelli¹,

Leung²,

Morgan³

et al. 2018

J Contemp Med Edu

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Introduction: Art has played a pivotal role in the understanding and teaching of human anatomy for centuries, and the use of drawing as a teaching tool had been well documented. With the global modernization of medical education, the teaching of anatomy has diminished. We present a model of teaching anatomy through drawing, and assess its efficacy in improving students' retention of anatomical knowledge. Methods: We designed a series of four anatomy drawing workshops (upper limb, lower limb, thorax, and head & neck) for students studying medicine, dentistry, and allied science degrees. Students were only allowed to attend one of the four workshops. Workshops were delivered by medically-qualified anatomy demonstrators using a combination of "whiteboard drawing demonstrations" and "cadaveric demonstrations and drawings." A pre-and post-anatomy test consisting of 12 multiple choice questions (MCQs) and quantitative self-score questionnaires on "confidence in drawing anatomy" and "anatomical knowledge" were completed. Qualitative questionnaires on "reasons for attendance," "skills learnt," and "what improvements could be made" were also completed. Results: A total of 49 students attended the drawing workshops, the majority studied medicine (58.3%). Twenty-seven pre-and post-anatomy MCQ tests were completed, and demonstrated a significant mean improvement of 1.11 points (p = 0.001). "Confidence in drawing anatomy" and "Knowledge of anatomy" significantly improved by 43.2% and 41.4% (p = 0.001), respectively. Only 13% of students used drawing as their "main learning tool." The most commonly reported barrier in using drawing as a revision tool was "time constraints." Qualitative feedback was excellent. Students suggested that these workshops should be integrated into the core anatomy curriculum. Conclusion: Learning anatomy through drawing, is not only more engaging and fun, encourages students to visualize and better understand anatomical planes, thus, allowing them to retain anatomical knowledge easier. The two-part nature of our sessions enabled students to apply and translate the more conceptual knowledge from the "whiteboard drawing demonstration" onto the more "real-life" structures in the "prosection and cadaveric demonstration." With the decline in anatomy teaching throughout universities, most prominently dissection, drawing may offer an alternative and economical way of training students to learn anatomy.

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“…Drawing also has the benefit of a vast history of anatomical illustration that culturally supports the popularity of this method (Ghosh, 2015). Drawing has received relatively greater attention in terms of primary research in anatomy education that other artistic methods, with several recent studies investigating the benefits of this particular technique (Ainsworth, Prain, & Tytler, 2011;Backhouse et al, 2017;Balemans, Kooloos, Donders, der Zee, & Catharina, 2016;Lyon et al, 2013;Naug, Colson, & Donner, 2011;Nayak & Kodimajalu, 2010). Learning through drawing has also been investigated in terms of educational neuroscience and cognitive processing (Chamberlain et al, 2014;Guérin, Ska, & Belleville, 1999) and has certain theoretical underpinnings (Petherbridge, 2010).…”

Section: Tip 2: Choose Your Artistic Methods Wiselymentioning

confidence: 99%

Twelve tips for implementing artistic learning approaches in anatomy education

Keenan¹,

Hutchinson²,

Bell³

2017

MedEdPublish

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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, ...

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Actual drawing of histological images improves knowledge retention

Cited by 49 publications

References 41 publications

How Haptics and Drawing Enhance the Learning of Anatomy

How Haptics and Drawing Enhance the Learning of Anatomy

Should drawing be incorporated into the teaching of anatomy?

Twelve tips for implementing artistic learning approaches in anatomy education

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