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

1. Student partners

2. Artistic methods

3. Evidence-based

THREE KEY THEMES

Artistic

learning

methods

Student

partners

Evidence

based

approach

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Enhanced

learning, skill

development,

experience

Student partners are closely

involved in all stages of

research design, evaluation

and data analysis.

STUDENT PARTNER SATISFACTION Student

partners

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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

STUDENT PARTNER FEEDBACK

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Student

partners

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

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Artistic

learning

methods

28% have art

qualifications

ARTISTIC BACKGROUND

OF MEDICAL STUDENTS

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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

LEARNING AND DRAWING

PREFERENCES

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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

STUDENT PERCEPTIONS

OF DRAWING FOR ANATOMY LEARNING

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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…

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

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“I learned more in the drawing session than I would have in a normal anatomy session”

Evidence

based

approach

Student

partners

n=144

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).

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Artistic

learning

methods

Evidence

based

approach

OBSERVE-REFLECT-

DRAW–EDIT-REPEAT

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Based on experiential Learning Cycle: Kolb (1984)

Artistic

learning

methods

Evidence

based

approach

Student

partners

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%)

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Evidence

based

approach

Student

partners

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

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Evidence

based

approach

Student

partners

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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

RESULTS: QUALITATIVE

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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

STUDENT PARTICIPANT FEEDBACK Student

partners

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1. Student partner projects

2. ORDER design + evaluation

3. Cross-over RCT + feedback

SUMMARY: THREE KEY THEMES

Artistic

learning

methods

Student

partners

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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

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

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Drawing anatomy and clinical images:

cross-sectional anatomy of lower l imb

Artistic

learning

methods

Evidence

based

approach

Student

partners

M B B S S t u den t P a r t n e r s

Mark Backhouse

Mike Fitzpatrick

Charankumal Thandi Jos Selwyn-Gotha

Gokulan Suthermaraj

Joseph Hutchinson

Ayat Bashir

Dalvir Bajwa

Carola Pergolizzi

Art student facil itators

Kevin Christensen

Jennifer Prevatt

Kathryn Brame

Sofija Sutton

Rachel Derbyshire

A r t i s t i c c o l la b or a to r s

Rachael Allen Anne Procter

Dr Eleanor Holmes Newcast le Medical/Arts Interface Network

Fine Art and NICAP

A n a to my a n d C l i n i c a l S k i l l s

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

Fu n d in g

School of Medical Sciences Education Development (IDK, RA)

Newcastle University Vacation Scholarship (MB)

NICAP

ia in.keenan@newcast le.ac.uk

@dr_keenan #amee2014

ACKNOWLEDGEMENTS