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Related Experiment Video

Updated: Mar 21, 2026

Exploring Deep Space - Uncovering the Anatomy of Periventricular Structures to Reveal the Lateral Ventricles of the Human Brain

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Published on: October 22, 2017

Improvements in anatomy knowledge when utilizing a novel cyclical "Observe-Reflect-Draw-Edit-Repeat" learning

Mark Backhouse^1,2, Michael Fitzpatrick^1,3, Joseph Hutchinson¹

¹Department of Anatomy and Clinical Skills, School of Medical Education, Newcastle University, Newcastle Upon Tyne, United Kingdom.

Anatomical Sciences Education

|May 11, 2016

Summary

The Observe-Reflect-Draw-Edit-Repeat (ORDER) method showed initial promise but underperformed in surface anatomy practicals. However, a modified online version (ORDER-IT) significantly improved gross anatomy learning outcomes for medical students.

Keywords:

E-learning anatomical illustration gross anatomy education medical education teaching of anatomy undergraduate medical education

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Area of Science:

Medical Education
Anatomy Education
Educational Psychology

Background:

Modern anatomy education faces logistical and financial challenges.
Innovative teaching strategies are needed to enhance student learning.
The Observe-Reflect-Draw-Edit-Repeat (ORDER) method integrates cognitive and constructivist learning theories.

Purpose of the Study:

To evaluate the effectiveness of the ORDER method in anatomy education.
To compare ORDER with traditional learning methods.
To assess student perceptions and performance across different learning environments.

Main Methods:

A cross-over trial of ORDER in a surface anatomy practical (ORDER-SAP) with pre-post knowledge testing.
Modification of ORDER into an online interactive tutorial (ORDER-IT) for gross anatomy.
Comparison of ORDER-IT with a control tutorial for first-year medical students.

Main Results:

ORDER-SAP showed lower student knowledge gains compared to standard methods.
ORDER-IT resulted in significantly greater student performance than the control tutorial.
Student learning outcomes with ORDER were not dependent on visual or artistic preferences.

Conclusions:

The ORDER method requires adaptation for different anatomy learning contexts.
ORDER-IT offers a valuable, research-led, and cost-effective approach for gross anatomy education.
This innovative method can engage diverse learners in anatomy.