Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

Abstract

The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.

An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students

“…Furthermore, appropriate YouTube videos have been recognized to be of value in the conceptualization of human anatomy (Dissabandara et al, 2015; Thompson et al, 2016; Zvauya et al, 2017). This also reflects the perception of contemporary students that the internet is most effective in obtaining critical information (Noller et al, 2017; Chaudhuri, 2021). Therefore, it is proposed this proclivity of students was largely because of the capacity of YouTube videos to address the expectations of students.…”

“…This also reflects the perception of contemporary students that the internet is most effective in obtaining critical information (Noller et al, 2017;Chaudhuri, 2021). Therefore, it is proposed this proclivity of students was largely because of the capacity of YouTube videos to address the expectations of students.…”

“…As a result, high levels of IM are associated with greater levels of effort, improved memory, and better academic performance (Oudeyer et al, 2016; Thompson et al, 2016; Dede & Smith, 2018; Kunanitthaworn et al, 2018). Hence, stimulation of IM can lead to a state of deep task immersion that is vital in the study of the anatomy (Bataineh et al, 2006; Chaudhuri, 2021). The development of IM is also directly related to learning gain (LG), a robust and tangible measure of student learning and performance (Pickering, 2017).…”

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

“…The purpose of encouraging drawing varies widely and encompasses the production of accurate 3D representation as well as more non‐representational diagrammatic drawings. ‘Art‐based learning’ emphasizes the development of observational skills (Backhouse et al, 2017; Chaudhuri, 2021) to increase anatomy comprehension (Alsaid & Bertrand, 2016; Joewono et al, 2018). In these classes, students are encouraged to create an accurate representation of the observed anatomical structure.…”

“…In anatomy instructor‐guided drawing sessions, simple line drawings are demonstrated by instructors which students are asked to draw simultaneously (Noorafshan et al, 2014), progressively adding detail (Nayak & Kodimajalu, 2010). Emphasis is placed on the simple but accurate representations of anatomical relationships rather than ‘life‐like’ drawings where shading and cross‐hatching are used to emphasize 3D form (Borrelli et al, 2018; Chaudhuri, 2021). The progressive nature of these drawings leads the student through increasing complexity in a structured, scaffolded manner (Pickering, 2015; Greene, 2018).…”