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The steps for drawing a sketch of human heart. (1) Right and inferior borders were draw. (2) Left border and auricle were added. (3) Right atrium and auricle was drawn. (4) Coronary sulcus as a dotted line was added. (5) Interventricular septum (and sulcus) was sketched. (6) Atrioventricular orifice as two-dotted circle was added. Superior and inferior vena cava, aorta and pulmunary arteries were added in the steps 7, 8, and 9, respectively
Source publication
Objective:
Learning by lecture is a passive experience. Many innovative techniques have been presented to stimulate students to assume a more active attitude toward learning. In this study, simultaneous sketch drawing, as an interactive learning technique was applied to teach anatomy to the medical students.
Materials and Methods:
We reconstructed...
Citations
... 8,32 In situations where skilled human capital is in low supply, videos and/or sequential images are often used to manage the presentation steps of progressive drawing precisely and effectively. 29,33 However, using these 2D media may inadvertently limit the development of students' spatial reasoning skills necessary for 3D applications. The present study overcame this limitation by instituting a virtual 3D module to investigate learners' outcomes. ...
Dental anatomy education for dental technology students should be developed in alignment with digital dental laboratory practices. We hypothesized that a virtually assisted sketching‐based dental anatomy teaching module could improve students' acquisition of skills essential for digital restoration design. The second‐year dental technology curriculum included a novel virtual technology‐assisted sketching‐based module for dental anatomy education. Pre‐ and post‐course assessments evaluated students' skill sets and knowledge bases. Computer‐aided design (CAD) scores were analyzed after one year to assess how the skills students developed through this module impacted their subsequent CAD performance. Participants who undertook the dental sketching‐based teaching module demonstrated significantly improved theoretical knowledge of dental anatomy, dental aesthetic perception, and spatial reasoning skills. A partial least squares structural equation model indicated that the positive effects of this module on subsequent CAD performance were indirectly mediated by dental aesthetic perception, spatial reasoning, and practice time. A virtually assisted sketching‐based dental anatomy teaching module significantly improved students' acquisition of skills and knowledge and positively mediated dental technology students' CAD performance.
... Noorafshan et al applied an interactive model where students were to draw simple anatomical sketches simultaneously with the teacher. This made the students participate more actively during lectures, and most of them found that this facilitated their learning of anatomy [13]. In a study regarding obstetric and gynecological clerkship sessions for medical students, the students were required to draw anatomical structures, and subsequently explain their drawings to fellow students. ...
... When it comes to drawing, the benefit of this learning method in anatomy is also supported by other studies [5,10,11,13]. When respondents in our study clearly reported that the drawing pads made them more active in class, it is in accordance with Freeman et al's definition of active learning, where activities and discussion in class are emphasized [8]. ...
1) Background: Several studies have shown the benefit of drawing when learning anatomy. Virtual Reality (VR) also appears to be useful to increase the understanding of the location of anatomical structures. This study aims to describe how students in an Operating Room Nursing (OR nursing) master study program perceive the benefit of active learning methods, including drawing and the use of VR. 2) Methods: We combined these two methods in a class of 29 students. 38 half-finished drawings of anatomical structures were made. The students were to complete these during lectures with guidance from the teacher. The students also attended a two-hour VR session where they were to find various anatomical structures. A paper questionnaire was applied to evaluate the teaching program. Data were analyzed statistically. 3) Results: The students highly appreciated these learning methods. They reported that drawing made them work more actively during lectures and increased their learning outcome. They also perceived that the use of VR technology increased their understanding of the location of anatomical structures. 4) Conclusion: The combination of drawing and VR technology may be of benefit to OR Nursing students when learning anatomy by both increasing student activity and learning outcomes.
... With the advent of 3D technological educational resources, less attention has been given to educational resources that can be created with less complex technological equipment. Despite this, some articles discuss how YouTube [1][2][3], drawings [4][5][6][7][8][9], and PowerPoint [10,11] can be used as educational tools. ...
The subject of anatomy is an integral component of medical and dental education which are constantly evolving. Hence, educators continuously attempt to take advantage of technological advancements to create resources that will improve students’ higher cognitive skills. This article describes the creation of an e-learning resource in the form of an animated PowerPoint video that was designed based on evidence-based principles and educational theories to introduce the concept of tooth anatomy. Additionally, it outlines how this resource can be potentially integrated into a broader educational system as well as encourage anatomy and medical educators to use less complex technological equipment to create accessible educational resources.
... A thorough understanding of the human body's anatomical structure is critical for radiological diagnosis (Fileni, Fileni, Mirk, Magnavita, Nicoli, & Magnavita, 2013) and surgical safety (Turney, 2007) and Bergman, Van Der Vleuten, & Scherpbier, 2011). In addition, anatomy is the foundation for studying medicine (Fives, Lone, & Nolan, 2022) because it is a part of all medical curricula, whether integrated or traditional (Noorafshan, et al. 2014). Understanding the gross structure of the human body is necessary for understanding how the body functions (McCuskey, Carmichael, & Kirch, 2005) Some integrated curricula may teach anatomy in pieces, and it is claimed that students no longer thoroughly understand the anatomy of the entire body. ...
Objective: Understanding the body's anatomical structures is critical for surgical safety and a crucial pillar of medical curricula, whether integrated or traditional. The students need to comprehend and memorize a significant amount of Anatomical information that seems to burden them. Hence, the paper modelling strategy is designed to help better learning with proper knowledge retention. Our study aims to assess the effectiveness of the modeling technique; concerning the students' performance and feedback at the module's conclusion. Methods: The study used a quasi-experimental study involving 88 medical students who performed the paper modeling for seven weeks and included two weekly activity sessions. We used overhead projector sheets, color markers, and measuring tape for the students to create the muscle models and stick them to the skeleton with poster tack. Results: Data analysis revealed that the students in the treatment groups achieved significantly higher scores (72.7%) than their peers (21.3 %), with a substantial disparity in the mean ratings between the two groups, p<0.001. Moreover, the students' feedback about this method showed that 70 to 73% agreed that the new approach helped them to comprehend and retain information about muscle locations, attachment sites, and actions and allowed them to have in-depth discussions with their peers. Conclusions: The modeling method used in the current study was well appreciated by the students and enhanced their performance because it relied on the benefits of peer-to-peer instruction and embraced combined visual and kinesthetic learning styles.
... Two ways of promoting activity in class that were appreciated by participants in the study were the use of drawing and the use of "Kahoot!", a student response system (SRS). Several studies support the benefit of drawing, especially in anatomy [22][23][24]. Drawing makes lectures less boring, as students have to work actively [23]. When students draw simultaneously with the lecturer, it requires them to watch, reflect upon what they see, and draw themselves. ...
... Several studies support the benefit of drawing, especially in anatomy [22][23][24]. Drawing makes lectures less boring, as students have to work actively [23]. When students draw simultaneously with the lecturer, it requires them to watch, reflect upon what they see, and draw themselves. ...
(1) Background: There are considerable challenges and concerns related to learning medical and bioscience subjects (MBS) in nursing education and integrating this knowledge into nursing. The aim of this study was to explore what learning methods nursing students prefer when studying MBS, and how this learning may be enhanced to facilitate the integration of these subjects into nursing. (2) Methods: Individual interviews with 10 nursing students. Transcripts from the interviews were analysed by systematic text condensation and the COREQ checklist for qualitative studies was completed. (3) Results: Students prefer varied and active learning methods in MBS. The participants in the study highlighted both organised tutorials in groups and working with fellow students outside of organised teaching. All participants used educational videos. Learning MBS by drawing was appreciated both during lectures and in student-initiated colloquia. Strategies that favour in-depth learning were appreciated, and it was found that lectures did not have to cover the entire curriculum. Teachers’ attitudes toward students also were seen to have a considerable impact on students’ motivation for learning. (4) Conclusion: Applying active learning methods and focusing on the most relevant topics in MBS appears to improve students’ ability to integrate this knowledge into nursing; teachers should also be aware of their role as a motivator.
... In anatomy instructor-guided drawing sessions, simple line drawings are demonstrated by instructors which students are asked to draw simultaneously (Noorafshan et al., 2014), progressively adding detail (Nayak & Kodimajalu, 2010). Emphasis is placed on the simple but accurate representations of anatomical relationships rather than 'life-like' drawings where shading and cross-hatching are used to emphasize 3D form (Borrelli et al., 2018;Chaudhuri, 2021). ...
Visuospatial skills are considered important attributes when learning anatomy and there is evidence suggesting that this ability can be improved with training techniques including drawing. The Mental Rotations Test (MRT) has been routinely used to assess visuospatial ability. This study aimed to introduce students to drawing as a learning strategy for anatomy. Undergraduate speech science anatomy students took part in a drawing tutorial (n = 92), completed an MRT test, pre‐ and post‐tutorial tests, and surveys regarding their use and attitudes toward drawing as a study tool. The impact on their examination performance was then assessed. Regardless of MRT score or attitude to drawing, students who participated in the drawing tutorial demonstrated immediate improvement in post‐tutorial test scores. Students in the drawing group performed better in most anatomy components of the examination, but the result did not reach statistical significance. There was only a positive correlation between MRT score and one type of anatomy question (non‐image‐based) and speech physics questions (r = 0.315, p = 0.002). The unexpected finding may relate to the MRT which assesses spatial rather than object visualization skills. Students who liked drawing also performed significantly better in word‐based and speech physics questions. It is likely that the style of identification question did not require the mental manipulation ability assessed in the MRT. This study demonstrated that students with lower MRT scores are not outperformed in all aspects of anatomy assessment. The study highlights the importance of a more nuanced understanding of visuospatial skills required in anatomy.
... Recent evidence indicates that we can reform anatomy courses making them as influential as they can be. [9][10][11]. Anatomy and dissection sessions can act as students' first encounters with the humanized face of medicine, where medical students can learn teamwork, morality, coping strategies, and communication skills. ...
... Recent studies suggest that joy and humor facilitate a person's transition into more socially severe roles (like becoming a doctor) [34]. Hence, teachers should use joyful techniques such as painting, ice braking, storytelling, gamification, dance, and music [4,9,15,53]. ...
Background
Anatomy is a symbolic, essential core topic and one of the fundamental pillars of medical and paramedical knowledge. Nevertheless, few exploratory data analyses have focused on how students approach learning anatomy. This study examined how students perceive their learning experience during anatomy lessons and how to make a model which promotes their meaningful learning and professional identity.
Methods
Using purposive sampling with maximum variation, we conducted a qualitative content analysis at the Shiraz University of Medical Sciences in Iran (2020 to 2021). Twenty-four medical students and twelve faculty members of Iran’s medical science universities were enrolled in the study. The data were collected through semi-structured interviews and analyzed according to the theme.
Results
A conceptual model emerged from the data analysis with the main theme called the blacksmith approach, which included Three sub-themes: (1) making a new forge (adequate preparation and mindful beginning), (2) heating the students’ hearts (considering supporting systems that learners need) and (3) using Sledgehammer’s approach (teaching anatomy by using more active methods and engaging all neuroanatomical regions) and (Using fun for enjoyable learning). All the concepts were related to each other.
Conclusion
Medical students experience a challenging fundamental evolution into professional doctors. Educational systems focus primarily on teaching and learning, while students’ transition can be facilitated by a three-step model called the Blacksmith Approach. It best serves as an educational framework for any pivotal, preclinical course capable of helping students acquire new roles and tackle challenges. Further research should be conducted to confirm how hard work leads to satisfying results with the opportunity to create enjoyable learning.
... Drawing can be applied to anatomy learning as a whole; according to Noorafshan et al. (2014), its use is unlimited. The experiment described by Grogan and Ferguson (2018) involved in analyzing the appropriate direction and position of anatomical structures when the individual draws them; therefore, this process contributes to students' learning. ...
Traditional anatomy teaching has been gradually replaced by active learning approaches that favor the development of competences related to skills, attitudes and behaviors. Identifying, synthesizing and demonstrating the main active learning approaches applied to human anatomy teaching by highlighting their potentialities and weaknesses. Empirical studies were identified through systematic search in PubMed, Scielo and TRIP databases. The search terms included index terms (MeSH terms) and free text words: "active learning" and "anatomy" until June, 2020. In total, 16 active learning approaches and 6 alternative teaching strategies were identified. Active learning methodologies improve students’ attitudinal competencies, autonomy and motivation. On the other hand, they demand more strategic planning by teachers and continuous feedback from students.
... They also found that sketching makes anatomy more attractive as a subject and thus it has reduced the time for learning. [9] Similar to this study, when the agreement scale was analyzed, it was observed that more than 90% [ Table 3, Q7] of the students strongly or completely agreed with the fact that visual components increase the efficiency of the storytelling and they help them to understand their anatomy course. Once more, 90% [ Table 3, Q11] of the students strongly or completely agreed that storytelling was helpful for understanding the anatomy lectures. ...
... Students did not find this intervention as adding to their work-load. In another study conducted by Noorafshan et al. 16 majority of students agreed that sketching promoted understanding and deeper learning. Moreover, students found it enjoyable, easy and effective. ...
Medical educators are required to explore and introduce teaching and learning innovations to enhance students' cognitive growth and conceptual understanding. It is of particular importance in subjects of basic sciences which encompass basic principles of medical science and link the spheres of core knowledge and clinical application. There are multiple traditional approaches to teaching and learning of anatomy with varied preferences of use. Visualisation holds pivotal importance in learning anatomical knowledge. This review paper proposes use of drawing as a strategy to learn anatomy and describes some conditions for best use of drawing as a learning tool.
