Improvements in anatomy knowledge when utilizing a novel cyclical "Observe‐Reflect‐Draw‐Edit‐Repeat" learning process. Issue 1 (10th May 2016)

• Record Type: Journal Article
• Authors: Backhouse, Mark; Fitzpatrick, Michael; Hutchinson, Joseph; Thandi, Charankumal S.; Keenan, Iain D.
• Is Part Of: Anatomical sciences education. Volume 10:Issue 1(2017)
• Page Start: 7
• Page End: 22
• Publication Date: 2016-05-10
• Subjects: gross anatomy education -- medical education -- undergraduate medical education -- anatomical illustration -- E‐learning -- teaching of anatomy; Human anatomy -- Periodicals; 611.005
• DOI: 10.1002/ase.1616
• Languages: English
• ISSNs: 1935-9772

Abstract

Abstract : Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe‐Reflect‐Draw‐Edit‐Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER‐SAP) at a United Kingdom medical school in which a cross‐over trial with pre‐post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER‐SAP, medical student ( n = 154) pre‐post knowledge test scores were significantly greater ( P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER‐SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self‐directed gross anatomy online interactive tutorial (ORDER‐IT) for participating first year medical students ( n = 55). Student performance was significantly greater ( P < 0.001) with ORDER‐IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different ( P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research‐led, innovative, time and cost‐effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7–22. © 2016 American Association of Anatomists.