4 - Implementation of Visual Learning Strategies in Medical Gross Anatomy

Poster Board Number: 4
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Model-based learning and visualization are often implemented in anatomy education. Visual sensory information assists in long term memory development, which results in improved retention. Therefore, guided visual learning can improve retention of material as well as teach it more effectively. Previous studies have explored different active visual learning methods including copying, sketching from cadavers, life drawing, and drawing/sculpting from memory. They have shown that drawing produces self-reported improvement in observational skills and metacognition among anatomy students, and one study reported significant improvement in exam performance. However, current literature lacks comparative data on different instructional practices, quantitative measures of learning, and templates for implementing these learning methods in anatomy curriculum. In this study, we evaluated the impact of integrating art instruction and creation as a visual learning strategy in teaching gross anatomy to first year medical students. Thirty-four students were recruited prior to the start of the semester and randomly assigned to experimental or control groups. The control group proceeded with the standard human anatomy curriculum, while the experimental group received an additional one hour per week of art instruction corresponding to the material learned in the lab. The art instruction component involved sketching, painting, tracing, or modeling to reinforce specific learning objectives. Before each exam, students practiced using labeled sketches and diagrams to answer review questions. Data was collected on exam performance and via a survey to determine students’ individual experience. In the pre-course survey, the majority of students reported using some type of visual study aid. However, a plurality felt only somewhat confident in their ability to use drawing and sketching based study resources effectively, while some felt not at all confident and a few felt very confident. Visuals are a powerful tool for conceptualization, and in this study qualitative results showed the students receiving additional training reported feeling more confident in their anatomy knowledge and in their ability to use visual learning strategies effectively. Out of all the activities, the students expressed preference for layering tracing paper to understand the relationship between the structures, and painting over radiographs to gain better understanding of structures’ spatial location on the imaging. In the future, we plan to compare exam scores between the two groups to determine whether art instruction resulted in better understanding and application of the material and conduct a follow-up survey to gauge whether students who participated in the study will continue to use visual learning methods in subsequent courses. Our results indicate that students who participated in art instruction developed a better understanding of human anatomy and became more confident with the anatomy based material which forms a strong foundation for further medical learning. Moreover, the study demonstrates specific practices for incorporating visual learning into medical gross anatomy courses.