Promoting metacognition in first year anatomy laboratories using plasticine modeling and drawing activities: A pilot study of the “Blank Page” technique

Abstract

Many first year students of anatomy and physiology courses demonstrate an inability to self-regulate their learning. To help students increase their awareness of their own learning in a first year undergraduate anatomy course, we piloted an exercise that incorporated the processes of (1) active learning: drawing and plasticine modeling and (2) metacognition: planning, monitoring, reaction, and reflection. The activity was termed "blank page" because all learning cues were removed and students had to create models and diagrams from reflection and recall. Two hundred and eighty-two students responded to a questionnaire reporting qualitative feedback on the exercise. Based on student responses, the "blank page" activity was a positive learning experience and confirmed a need to teach metacognitive skills. From this pilot study, we established that drawing or plasticine modeling is an excellent vehicle for demonstration of the metacognitive processes that enable self-regulation: a known predictor of academic success.

Twelve tips for implementing artistic learning approaches in anatomy education

“…For example, a simple model can be made to represent a visceral organ and can then placed into a skeleton to demonstrate the position of the organ relative to surface landmarks ( Figure 1). However, both modelling and drawing can be used in combination (Naug et al, 2011) to enhance an understanding not only of 3D anatomy, but also of 2D clinical images. For example, when considering the anatomy of the thorax, crosssectional drawing of this region combined with modelling of the heart can provide a basis for understanding how gross anatomy relates to clinical imaging and could therefore facilitate enhanced clinical image interpretation.…”

“…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). The human body exists in three-dimensions, and so unlike drawing, which produces 2D outputs, modelling techniques can be valuable for creating 3D representations of anatomical structures (Bareither et al, 2013;Cavalcanti de & Martins, 2013;DeHoff, Clark, & Meganathan, 2011;Kooloos, Schepens-Franke, Bergman, Donders, & Vorstenbosch, 2014;Motoike, O'Kane, Lenchner, & Haspel, 2009;Naug et al, 2011;Oh, Kim, & Choe, 2009;Palombi, Pihuit, & Cani, 2011). For example, a simple model can be made to represent a visceral organ and can then placed into a skeleton to demonstrate the position of the organ relative to surface landmarks ( Figure 1).…”

“…Again, it is important to inform students that this is not the case, and emphasise that leaving their own comfort zone can actually be effective for their learning. Actively encouraging reluctant students to engage in the artistic activity may help them to realise that they can actually learn in different ways (Naug et al, 2011), which is important for their metacognition and lifelong learning beyond anatomy and medical school. While artistic background and learning preferences may not influence learning with artistic methods, it is important to be aware of the existence of gender differences in visuospatial ability (Langlois et al, 2013;Linn & Petersen, 1985), an attribute which in turn is a key indicator of anatomical understanding (Fernandez, Dror, & Smith, 2011;Guillot, Champely, Batier, Thiriet, & Collet, 2007;Rochford, 1985;Vorstenbosch et al, 2013).…”

“…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).…”

Broadening Student Learning Experiences via a Novel Cross-Disciplinary Art and Anatomy Education Program - A Case Study

“…Newer approaches in clinical anatomy teaching involve using multi-media programs to digitally explore anatomical features ('An@tomedia', 2002) as well as life drawing and body painting anatomical features on living models (McMenamin, 2008). The value of incorporating art when learning clinical skills in medical education has been investigated in a number of studies (Elder, Tobias, Lucero-Criswell, & Goldenhar, 2006;Kirklin, Duncan, McBride, Hunt, & Griffin, 2007;McMenamin, 2008;Moore, Lowe, Lawrence, & Borchers, 2011;Naghshineh et al, 2008;Naug, Colson, & Donner, 2011;Schaff, Isken, & Tager, 2011;Shapiro, Rucker, & Beck, 2006). One study has examined the potential learning benefits for medical students involved in an interdisciplinary drawing module (Lyon, Letschka, Ainsworth, & Haq, 2013).…”