Art-based assignment in head and neck anatomical course, a dynamic experience.

Area of Science:

• Medical Education
• Anatomy and Histology
• Art Therapy

Background:

• Traditional medical education methods may not engage all learning styles effectively.
• Exploring alternative pedagogical approaches is crucial for enhancing student comprehension and retention.
• Art has emerged as a potential tool to enrich medical curricula.

Purpose of the Study:

• To evaluate the efficacy of art-based assignments in a head and neck anatomy and histology course.
• To assess the impact of drawing-based learning on medical students' knowledge retention and confidence.
• To determine the appeal of this method across different learning preferences.

Main Methods:

• A 15-week educational intervention involving 102 first-year medical students at Alborz University of Medical Sciences.
• Integration of art-based drawing assignments following lectures and practical sessions on head and neck anatomy.
• Assessment of learning outcomes through tests at 1 and 4 weeks post-course and anonymous student feedback questionnaires.

Main Results:

• 90% of students found the art-based format highly informative.
• Exam scores showed significant improvement at the 4-week follow-up, indicating enhanced long-term knowledge retention (P ≤ 0.05).
• The method boosted student confidence in learning anatomy and histology.

Conclusions:

• Art-based assignments offer a valuable and engaging method for teaching complex subjects like head and neck anatomy.
• This pedagogical strategy caters to visual, auditory, read/write, and kinesthetic learners, promoting broader accessibility.
• The approach simplifies learning and improves long-term retention, making it a beneficial addition to medical education.