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Drawing and Peer Teaching Through Illustrations in a Cadaveric‐based Undergraduate Human Anatomy Program
Author(s) -
Robson Naomi Ying,
Albabish William,
Jadeski Lorraine
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.lb128
Subject(s) - human anatomy , gross anatomy , medical education , psychology , class (philosophy) , mathematics education , anatomy , medicine , computer science , artificial intelligence
The University of Guelph offers dissection‐based human anatomy courses to a large cohort of over 1000 undergraduate students per academic year. The third‐year class is the largest, comprised of students enrolled in the Human Kinetics and Bio‐Medical Sciences degree programs. Students attend weekly lectures that introduce the anatomy in a regional‐based approach. Lectures are taught using PowerPoint slides supplemented with interactive activities, including progressive schematic drawings demonstrating anatomical structures and relationships. Weekly cadaver‐based laboratories follow. Literature indicates extensive benefits to drawing in human anatomy education. Its integration has been positively associated with visual literacy and hand‐eye coordination. Drawing improves student awareness of anatomical details, by facilitating reasoning and deeper understanding of anatomical concepts. Additionally, drawing could promote peer teaching, for example, by encouraging students to create anatomical illustrations for their peers to use as study resources, therefore mutually benefiting both the illustrator‐instructor and learner. Registered course students with interest in drawing were invited to attend weekly sessions (n=48). The first half an hour involved a surface anatomy review lesson in tandem with the weekly laboratory goals. Participants were then allotted two hours to explore and draw from various cadaveric prosections related to the discussed region. Moreover, to promote peer teaching, students worked one‐on‐one with a graduate student to design an illustration‐based learning resource for their fellow peers of a region the student perceived as challenging. Preliminary results suggest a positive correlation between drawing and the understanding of anatomical structures, depth, relationships, and overall concepts. Additionally, the production and use of peer‐developed learning tools presents similar benefits. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .