This document describes a study evaluating the use of artistic learning methods in anatomy education. Medical students partnered with researchers to develop and test an approach called ORDER, which involves observing, reflecting, drawing, editing and repeating drawings of anatomical structures. In a randomized controlled trial comparing ORDER to traditional methods, 30% of students showed greater improvement in anatomy test scores using ORDER. Student partners reported high satisfaction and most continued using ORDER for revision. The study provides evidence that artistic learning methods can enhance student learning when developed and evaluated in partnership with students.

1. Mark Backhouse, Mike Fitzpatrick, Charan Thandi,
Jos Selwyn-Gotha, Rachael Allen and Iain Keenan
STUDENT PARTNER STRATEGY FOR EVIDENCE-BASED EVALUATION OF ARTISTIC LEARNING METHODS IN ANATOMY
iain.keenan@newcastle.ac.uk
@dr_keenan #amee2014
ORDER:
OBSERVE, REFLECT, DRAW, EDIT, REPEAT

2. 1. Student partners
2. Artistic methods
3. Evidence-based
THREE KEY THEMES Artistic learning methods Student partners Evidence based approach
iain.keenan@newcastle.ac.uk @dr_keenan Enhanced learning, skill development, experience

3. Student partners are closely involved in all stages of research design, evaluation and data analysis.
STUDENT PARTNER SATISFACTION Student partners
iain.keenan@newcastle.ac.uk @dr_keenan
We identified their satisfaction of the project in these areas:
Knowledge gained
Research skills
Transferable skills
Support and guidance
Value of the project
All student partners reported >80% satisfaction

4. STUDENT PARTNER FEEDBACK
iain.keenan@newcastle.ac.uk @dr_keenan Student partners

5. What?
Drawing
Modelling
Body painting
Performing arts
Why?
History and tradition
Instinctively valuable
Anecdotally enjoyable
Introduces variety - engaging
Artistic background of students?
ARTISTIC METHODS: CURRENT APPROACHES
iain.keenan@newcastle.ac.uk @dr_keenan Artistic learning methods

6. 28% have art qualifications
ARTISTIC BACKGROUND OF MEDICAL STUDENTS
iain.keenan@newcastle.ac.uk @dr_keenan Artistic learning methods
n=88
18% draw for pleasure
56% draw when studying
28% draw when studying but have no artistic background
Only 33% have no artistic background and do not draw when studying

7. LEARNING AND DRAWING PREFERENCES
iain.keenan@newcastle.ac.uk @dr_keenan
n=177
“Which method do you normally prefer to use in order to learn anatomy?” Artistic learning methods
“In practical dissecting room anatomy sessions I would prefer…”
n=150
52% prefer to study anatomy visually
96% would prefer some drawing in anatomy

8. STUDENT PERCEPTIONS OF DRAWING FOR ANATOMY LEARNING
iain.keenan@newcastle.ac.uk @dr_keenan
86% consider drawing to be a valuable learning tool in anatomy
73% would recommend drawing anatomy to their peers
n=177
72% would now consider using drawing in self- study of anatomy
16% increase on those who already use drawing
After an anatomy drawing session…

9. Only 37% of students who perceived their knowledge had improved more in the drawing session actually achieved a greater improvement in test score
LIMITATIONS OF STUDENT PERCEPTIONS
iain.keenan@newcastle.ac.uk @dr_keenan
“I learned more in the drawing session than I would have in a normal anatomy session” Evidence based approach Student partners
n=144

10. Rationale
Student background and learning preferences
Student perceptions of drawing
Relatively low costs
Application to multiple disciplines
Social and experiential learning[1] through art
Evidence
Variety is important for learning[2]
Visualisation is major learning approach by medical students[3]
Drawing, critical looking and reflection can enhance anatomy learning[4-8]
RATIONALE AND CURRENT EVIDENCE
{1} Kolb (1984). [2] Kumar (2003). [3] Pandey & Zimitat (2007). [4] Nayak & Kodimajalu (2010). [5] Moore et al. (2011). [6] Naug et al (2011). [7] Azer (2011). [8] Lyon et al (2013).
iain.keenan@newcastle.ac.uk @dr_keenan Artistic learning methods Evidence based approach

11. OBSERVE-REFLECT-DRAW–
EDIT-REPEAT
iain.keenan@newcas t le.ac .uk @dr _keenan #NCL LT
Based on experiential Learning Cycle: Kolb (1984)
Artistic
learning
methods
Evidence
based
approach
Student
partners

12. 1. Pre-test
2. Warm up drawings
3. ORDER (Repeat x5)
4. Summary drawing
5. Post-test and feedback
CROSSOVER RANDOMISED CONTROLLED TRIAL
INTERVENTION: ORDER Thorax
CONTROL: “Normal” Abdomen
EVALUATION
n=177
(80%)
iain.keenan@newcastle.ac.uk @dr_keenan Evidence based approach Student partners

13. RESULTS: QUANTITATIVE
30% of all students showed greater improvement in test score with ORDER compared to “normal” methods
1 in 3 students could benefit from introduction of ORDER into curricula
Equivalent of 230 Newcastle anatomy students per year
iain.keenan@newcastle.ac.uk @dr_keenan Evidence based approach Student partners

14. iain.keenan@newcastle.ac.uk @dr_keenan Student partners
n=141 Evidence based approach
Visual learning preference and/or artistic background are not required
IMPACT OF ARTISTIC BACKGROUND AND LEARNING PREFERENCE
Greatest benefit appears to be for non-artistic students

15. RESULTS: QUALITATIVE
iain.keenan@newcastle.ac.uk @dr_keenan
Focus group:
85% continued to use ORDER for revision (n=7) Student partners
Majority of students had positive perceptions of ORDER
n=173
Thematic analysis:
•ORDER in self study
•Timings of the process
•Role of artists
•How to supplement ORDER

16. STUDENT PARTICIPANT FEEDBACK Student partners
iain.keenan@newcastle.ac.uk @dr_keenan

17. 1. Student partner projects
2. ORDER design + evaluation
3. Cross-over RCT + feedback
SUMMARY: THREE KEY THEMES Artistic learning methods Student partners
iain.keenan@newcastle.ac.uk @dr_keenan Enhanced learning, skill development, experience Evidence based approach
Student partner approaches to development and evaluation of artistic methods can enhance student learning and experience in medical education

18. FUTURE EVALUATIONS
Other artistic methods:
•Body painting
•Theatre and performing arts
•Music
•Creative writing and poetry
Online tutorials: Video guides for ORDER and modelling
3D modelling gross anatomy:
Lower limb, heart and lungs
iain.keenan@newcastle.ac.uk @dr_keenan
Drawing anatomy and clinical images:
cross-sectional anatomy of lower limb Artistic learning methods Evidence based approach Student partners

19. MBBS Student Partners
Mark Backhouse
Mike Fitzpatrick
Charankumal Thandi
Jos Selwyn-Gotha
Gokulan Suthermaraj
Joseph Hutchinson
Ayat Bashir
Dalvir Bajwa
Carola Pergolizzi
Art student facilitators
Kevin Christensen
Jennifer Prevatt
Kathryn Brame
Sofija Sutton
Rachel Derbyshire
Artistic collaborators
Rachael Allen
Anne Procter
Dr Eleanor Holmes
Newcastle Medical/Arts Interface Network
Fine Art and NICAP
Anatomy and Clinical Skills
Anatomy demonstrators
Dr Joanna Matthan (Senior demonstrator)
Dr Lucas Arnott (FY2)
Dr Tom Bradish (FY2)
Dr Lynsey Rae (FY2)
Dr Laura Watson (FY2)
Academic staff
Sarah Jackson
Dr Debs Patten
Dr Roger Searle
Prof Steve McHanwell
Technical staff
Brian Thompson
Lynsey French
Jessica Wragg
Funding
School of Medical Sciences Education Development (IDK, RA)
Newcastle University Vacation Scholarship (MB)
NICAP
iain.keenan@newcastle.ac.uk
@dr_keenan #amee2014
ACKNOWLEDGEMENTS